Evaluation of medical students' performance using the anaesthesia simulator

Morgan, Hiram; Cleave-Hogg,

doi:10.1046/j.1365-2923.2000.00462.x

Cited by 68 publications

(45 citation statements)

References 11 publications

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“…D Di is sc cu us ss si io on n The HPS has not been demonstrated to be a superior tool for learning when compared to existing methods and further study regarding the validity of simulation performance assessments is needed. [3][4][5][6] Despite limited research involving the HPS, acquisition of this expensive technology has increased exponentially. Our search located 158 centres whereas in 1997, Shimada et al identified only 29 institutions involved in education and training of physicians in anesthesia and other specialties and allied medical professionals.…”

Section: Méthode : Une Recherche Sur Le Web a Permis De Localiser Lesmentioning

confidence: 99%

A worldwide survey of the use of simulation in anesthesia

Morgan

Cleave-Hogg

2002

Can J Anesth/J Can Anesth

106

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P Pu ur rp po os se e: : To gather information regarding the global use of simulation technology in education, evaluation and research in anesthesia.M Me et th ho od ds s: : The WorldWide Web was searched and located sites with simulation centres (n = 158) were mailed a 67-item questionnaire requesting information regarding demographics, personnel, education use and research involvement. Comments were solicited. Medical school data only are reported in this article.R Re es su ul lt ts s: : Two web sites were used to generate the list of simulation centres. Sixty responses were received (38%), with 41 emanating from medical schools. Seventy-seven percent of centres were involved in undergraduate education and 85% in postgraduate education. Few centres were involved in evaluation and/or competency assessments. Sixty-one percent of centres indicated ongoing research with a further 25% interested in international collaboration. University or university departmental-based funding largely supported simulation technology used in medical schools. The lack of financial and human resources was the single most common problem identified by respondents.C Co on nc cl lu us si io on ns s: : From the survey responses received, opportunities for the simulator to be used for the assessment of performance appear to be under-utilized. This may be due to the lack of research in this area, lack of standardized, valid and reliable tests and the fact that most centres have only recently acquired this technology. Further research supporting the use of the simulator in education and evaluation is required.

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Section: Méthode : Une Recherche Sur Le Web a Permis De Localiser Lesmentioning

confidence: 99%

A worldwide survey of the use of simulation in anesthesia

Morgan

Cleave-Hogg

2002

Can J Anesth/J Can Anesth

106

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“…34,35 A checklist assessment of performance on a human simulator did not correlate with clinical and written evaluations of performance during an anesthesia rotation. 15,35 However, it is likely that the simulation checklist is measuring a different skill area than more traditional types of assessment. In realty, we will probably need a combination of methods to assess the complex skills required to provide high-quality medical care.…”

Section: Assessment Of Competence Using Simulationmentioning

confidence: 99%

“…They also rated it as a ''very good'' evaluation tool. 15 The major advantage of simulation was noted to be the ability to ''practice without risk'' to the patient. 16 Simulation improves the acquisition and retention of knowledge compared with traditional lectures 17,18 or review methods.…”

mentioning

confidence: 99%

Human Simulation in Emergency Medicine Training: A Model Curriculum

McLaughlin¹,

Doezema²,

Sklar³

2002

Acad Emergency Med

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The authors propose a three-year curriculum for emergency medicine residents using human simulation both to teach and to assess the Accreditation Council for Graduate Medical Education (ACGME) core competencies. Human simulation refers to a variety of technologies that allow residents to work through realistic patient problems so as to allow them to make mistakes, learn, and be evaluated without exposing a real patient to risk. This curriculum incorporates 15 simulated patient encounters with gradually increasing difficulty, complexity, and realism into a three-year emergency medicine residency. The core competencies are incorporated into each case, focusing on the areas of patient care, interpersonal skills and communication, professionalism, and practice based learning and improvement. Because of the limitations of current assessment tools, the demonstration of resident competence is used only for formative evaluations. Limitations of this proposal and difficulties in implementation are discussed, along with a description of the organization and initiation of the simulation program.

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“…The ACRM curriculum, which was originally designed for anesthesiologists, is now applied to many areas of medicine and health care (Blum et al 2004). The purposes of full-scale simulation have been reported to apply for many purposes (Devitt et al 1998(Devitt et al , 2001Gaba et al 1998;Morgan & Cleave-Hogg 2000;Morgan et al 2001Morgan et al , 2003Morgan et al , 2004Forrest et al 2002;Rosenblatt & Abrams 2002;Weller et al 2003;Murray et al 2004). To improve the clinical…”

Section: Introductionmentioning

confidence: 99%

New simulation-based airway management training program for junior physicians: Advanced Airway Life Support

et al. 2009

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Background: All junior physicians in Taiwan were enrolled into a 3-month post-graduate year 1 (PGY1) course after Severe Acute Respiratory Syndrome (SARS) attack in 2003. Aims: To develop and evaluate a new airway management training protocol by using an integrated course of lectures, technical workshops and medical simulations. Methods: In each PGY1 course, the trainees participated in the Advanced Airway Life Support (AALS) program. After 2 h lecture, the trainees were divided into three groups for 4 h technical workshop, including 10 skill stations and medical simulation at the Clinical Skills Resources Center of the hospital at different times. Video-based debriefing and feedback were performed after each simulation. The same scenario was re-simulated after debriefing. Participants' performance was assessed by single global rating and a 5 key actions scoring. Results: A total of 266 junior physicians have been trained with this AALS programs in 2 years. They learned the techniques of airway management, passed the performance checklist of technical workshop, and received higher scores during re-simulation regardless of scoring methods. Conclusions: The AALS training program can provide methodical and systematic training for junior residents to mature with specialized technical skills and higher-order cognitive skills, behaviors and leadership in airway management.

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Evaluation of medical students' performance using the anaesthesia simulator

Abstract: Our pilot data suggest that the simulator is a reliable assessment method for medical students' performance. Further work may justify the inclusion of the simulator as an evaluation and education tool and expanded to incorporate learning objectives of other medical disciplines.

Cited by 68 publications

References 11 publications

A worldwide survey of the use of simulation in anesthesia

A worldwide survey of the use of simulation in anesthesia

Human Simulation in Emergency Medicine Training: A Model Curriculum

New simulation-based airway management training program for junior physicians: Advanced Airway Life Support

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