Computerized realistic simulation: a teaching module for crisis management in radiology.

Sica, Gregory T.; Barron, Deborah; Blum, Richard; Frenna, T H; Raemer, Daniel B.

doi:10.2214/ajr.172.2.9930771

Cited by 82 publications

(42 citation statements)

References 4 publications

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“…Th ere is a large body of research that is yet to be applied to simulated learning. Eleven studies were identifi ed that reported on simulation techniques specifi c to DR (n = 7) [13][14][15][16][17][18][19] and RT (n = 4). [20][21][22][23] One study, assessing the learning eff ectiveness of a live simulated scenario 14 of a critical incident within the computed tomography suite demonstrated improved student performance when they were given the opportunity to view and critique a staged simulated scenario before becoming immersed in that scenario themselves.…”

Section: Image Library Nmentioning

confidence: 99%

The use and perceptions of simulation in medical radiation science education

2011

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Purpose: To investigate whether simulated learning programs can be expanded to include aspects of clinical education in medical radiation science (MRS) curricula. Methods: Information about the use and perceptions of simulation in MRS education was collected from academic, clinical and accrediting stakeholders using semi-structured telephone interviews, an online survey, invited comment and face to face consultative meetings. Participants represented the MRS sub-disciplines: Diagnostic Radiography, Radiation Th erapy, Nuclear Medicine and Medical Sonography. Th e following themes were explored with regard to simulation programs: existing, potential expansion of, eff ectiveness of and implementation. Results: Currently, simulation is widely implemented across Australia to deliver MRS curricula. Areas for potential expansion include: authentic replication of the clinical environment with facilities for video recording, fl exible multipurpose space, video demonstrations, online computer assisted tutorials, interactive programs, authentic scenarios using role play or live actors, virtual reality environments and comprehensive digital imaging libraries. Th e literature revealed no fi rm evidence that simulation training was more eff ective than clinical training. Participants in our project viewed simulation as complementary to clinical placement, but not as a replacement for the complexity of situations that clinical placement presents.Stakeholders cautioned for careful curriculum planning and evaluation when implementing simulation in MRS education. Conclusion: Th is consultative process provided a comprehensive summary of the current use of simulation in MRS and the potential for expansion with examples from the sub-disciplines. Th ere is a need for further research to investigate the eff ectiveness of simulation in clinical skills development.

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Section: Image Library Nmentioning

confidence: 99%

The use and perceptions of simulation in medical radiation science education

2011

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“…Sica et al, 12 Reznek et al, 13 and Gaba et al 14 have studied crisis resource management in the setting of a radiology suite, the emergency department and the operating room, respectively. Lighthall et al 15 have studied interdisciplinary training for crisis response, but their methodology focused more on crisis management and their results related more to attitudes and perceptions of the learning environment than on completion of key tasks.…”

Section: Lessons Learnt and Next Stepsmentioning

confidence: 99%

“…We did not evaluate inter-rater reliability of performance ratings. Gaba et al, 14 Sica et al, 12 and Reznek et al 13 all assessed performance using either Likert scales (of overall performance) or attitude surveys. Instead, we focused on an objective measure: specific task completion.…”

Section: Lessons Learnt and Next Stepsmentioning

confidence: 99%

Improving medical emergency team (MET) performance using a novel curriculum and a computerized human patient simulator

DeVita

Schaefer²,

Lutz³

et al. 2005

Quality and Safety in Health Care

236

128

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Problem: Advance cardiac life support (ACLS) training does not address coordination of team resources to improve the ability of teams to deliver needed treatments reliably and rapidly. Our objective was to use a human simulation training educational environment to develop multidisciplinary team skills and improve medical emergency team (MET) performance. We report findings of a crisis team training course that is focused on organization. Setting: Large center for human simulation training at a university affiliated tertiary care hospital. Participants: Ten courses were delivered and 138 clinically experienced individuals were trained (69 critical care nurses, 48 physicians, and 21 respiratory therapists). All participants were ACLS trained and experienced in responding to cardiac arrest situations. Course design: Each course had four components: (1) a web based presentation and pretest before the course; (2) a brief reinforcing didactic session on the day of the course; (3) three of five different simulated scenarios; each followed by (4) debriefing and analysis with the team. Three of five simulator scenarios were used; scenario selection and order was random. Trainees did not repeat any scenario or role during the training. Participants were video recorded to assist debriefing. Debriefing focused on reinforcing organizational aspects of team performance: assuming designated roles independently, completing goals (tasks) assigned to each role, and directed communication. Measures for improvement: Participants graded their performance of specific organizational and treatment tasks within specified time intervals by consensus. Simulator ''survival'' depended on supporting oxygenation, ventilation, circulation within 60 seconds, and delivering the definitive treatment within 3 minutes. Effects of change: Simulated survival (following predetermined criteria for death) increased from 0% to 89%. The initial team task completion rate was 10-45% and rose to 80-95% during the third session. Lessons learnt: Training multidisciplinary teams to organize using simulation technology is feasible. This preliminary report warrants more detailed inquiry.

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“…Patient SIM has spread from anesthesiology to other disciplines such as internal medicine, pediatrics, neonatology, radiology, trauma, nursing, emergency medical services/disaster medicine, and emergency medicine (EM) (7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18). Although SIM-based training makes intuitive sense and has shown benefit in other fields such as aviation, the evidence to support its effectiveness in medicine is limited.…”

Section: Introductionmentioning

confidence: 99%