Does simulation-based training have a future in Africa?

Burch, Vanessa

doi:10.7196/ajhpe.534

Cited by 13 publications

(15 citation statements)

References 14 publications

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“…. helping students to acquire skills and to accelerate learning' [19], whilst Burch's [20] editorial 'Should simulation-based training be an essential, non-negotiable component of training for a career in healthcare provision?' asks an important question [21].…”

Section: Introductionmentioning

confidence: 99%

The utility of urological clinical and simulation training for Sub‐Saharan Africa

et al. 2022

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Section: Introductionmentioning

confidence: 99%

The utility of urological clinical and simulation training for Sub‐Saharan Africa

et al. 2022

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“…has not yet been demonstrated to have a significant impact on patient outcomes. 7,[18][19][20] Possible reasons why tracheal intubation training simulation may be ineffective, if this were the case, are first the inadequacy of the plastic airway models that are used, and second the way the training is performed and its results evaluated. 'A map is not the territory it represents'; 21 to be of value the map's structure has to be similar to that of the territory.…”

Section: Resultsmentioning

confidence: 99%

Errors and clinical supervision of intubation attempts by the inexperienced

Satyapal

2018

Southern African Journal of Anaesthesia and Analgesia

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Background: Tracheal intubation is an essential skill for anaesthetists and other disciplines that require emergency establishment of a secure airway. Early attempts in patients often meet with failure. Existing publications focus mainly on trainees in emergency settings and highlight the role of experience in success; most recommend prior simulation training. Common factors identified as contributing to difficulty have been difficult airways, emergencies and rapid sequence induction. Early intubation skill development in patients with anticipated straightforward airways in a controlled environment has received little attention. Objectives: This qualitative observational study aimed to identify common difficulties associated with a supervised intubation process by inexperienced personnel in the relatively stress-free conditions of elective surgical procedures in the operating theatre. Methods: Following institutional and ethical approval, participants, supervisors, anaesthetic assistants and patients consented to observation and video-recording of supervised intubations in a Durban teaching hospital. Anonymity and confidentiality were assured. Contemporaneous observations were recorded in theatre, and video-recordings were subsequently reviewed for content. Errors, and interactions between supervisor, assistant and participant, and associated outcomes, were identified. Results: Twenty participants (medical interns and medical, paramedical and nursing students) performing 72 intubations were observed. All participants had prior training using manikins or simulators. There were 61 successful intubations and 11 unsuccessful attempts. Factors associated with failure included unfamiliarity with airway, equipment or process. Process errors included inadequate head positioning, laryngoscope handling and tracheal tube manipulation. Anaesthetic assistants contributed to difficulties in some cases. Supervisor support was either verbal, physical or both. Less experienced supervisors tended to intervene earlier. There was a significant trend for success associated with the reported number of prior successful intubations. A successful intubation within the study was, however, no guarantee of subsequent success. Conclusion: Despite prior simulation training, many participants demonstrated lack of familiarity with the airway, intubation process and equipment. While improved simulation training might partly address these issues, supervision of early clinical intubation attempts needs to be redirected from the process of intubation itself to the process of intubation skills acquisition. A first step would be to ensure that all supervisors and assistants are trained for the latter goal, anticipating common errors and providing standardised conditions for success. The use of video-recording of the events is an invaluable aid to observation and interpretation, and is recommended as an adjunct to further studies of mechanical skills transfer.

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“…HEIs, in general, are confronted with 'ageing and expanding facilities' that require upgrades and expansion (Burch, 2014) to accommodate future classes. They also lack affordable spaces, technology and laboratories (Hayden et al, 2014).…”

Section: Infrastructurementioning

confidence: 99%

“…They also lack affordable spaces, technology and laboratories (Hayden et al, 2014). Simulation facilities are known to be costly, and running as well as maintaining, repairing and replacing these facilities require ongoing funding (Burch, 2014). In the South African context, the size and capacity of on-campus facilities are insufficient to accommodate large student numbers in the schools of pharmacy, not only for traditional teaching and learning but also for WIL related activities such as planning and reflections sessions.…”

Section: Infrastructurementioning

confidence: 99%

Recommendations for implementing work-integrated learning in South African schools of pharmacy

2022

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Aim: Pharmacy schools in South Africa need to prove compliance with work-integrated learning (WIL) as articulated in the Good Pharmacy Education Standards (GPES). This study aims to determine the current status of WIL in South African schools of pharmacy. Method: Semi-structured interviews were conducted with heads of pharmacy schools regarding the challenges experienced with the implementation of WIL. Results: Four of the possible nine heads of South African schools of pharmacy participated in the study. Categories and subcategories were identified under the theme ‘challenges of WIL’. Conclusion: Findings showed that pharmacy schools in South Africa comply partially with WIL requirements. Possible reasons for partial compliance are challenges experienced relating to resources, campus-based infrastructure and service providers. Based on this study’s findings, the authors present several recommendations for the implementation of WIL in South African pharmacy schools.

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Does simulation-based training have a future in Africa?

Cited by 13 publications

References 14 publications

The utility of urological clinical and simulation training for Sub‐Saharan Africa

The utility of urological clinical and simulation training for Sub‐Saharan Africa

Errors and clinical supervision of intubation attempts by the inexperienced

Recommendations for implementing work-integrated learning in South African schools of pharmacy

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