Ideal Sequence of Didactic Lectures and Simulation in Teaching Transesophageal Echocardiography Among Anesthesiologists

Thampi, Swapna; Lee, Chang Chuan Melvin; Agrawal, Rohit; Ashokka, Balakrishnan; Ti, Lian Kah; Paranjothy, Suresh; Ponnamperuma, Gominda

doi:10.1053/j.jvca.2019.12.011

Cited by 13 publications

(11 citation statements)

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“…Almost all of the studies evaluating the impact of simulation-based TEE teaching were performed with anesthesia residents ( 11 , 13 – 15 , 18 – 21 , 23 ) or with cardiac surgery residents ( 22 ). To date, no study has been performed to assess the interest of simulation-based TEE teaching in cardiology residents.…”

Section: Discussionmentioning

confidence: 99%

“…While supervised real-life TEE experience is essential, recent studies suggested that simulation-based TEE teaching is displaying significant benefit over conventional methods (11)(12)(13)(14)(15)(16)(17). To our knowledge, all these studies were non-randomized or randomized with limited single-centre sample size (11,12,14,15,(18)(19)(20)(21)(22)(23).…”

Section: Introductionmentioning

confidence: 99%

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Rational and Design of the SIMULATOR Study: A Multicentre Randomized Study to Assess the Impact of SIMULation-bAsed Training on Transoesophageal echocardiOgraphy leaRning for Cardiology Residents

Pezel

Bernard

Lavie-Badie

et al. 2021

Front. Cardiovasc. Med.

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Introduction: Simulation-based training in transesophageal echocardiography (TEE) seems promising. However, data are limited to non-randomized or single-center studies. To assess the impact of simulation-based vs. traditional teaching on TEE knowledge and performance for medical residents in cardiology.Materials and Methods: Nationwide prospective randomized multicenter study involving 43 centers throughout France allowing for the inclusion of >70% of all French cardiology residents. All cardiology residents naive from TEE will be included. Randomization with stratification by center will allocate residents to either a control group receiving theoretical knowledge by e-learning only, or to an intervention group receiving two simulation-based training sessions on a TEE simulator in addition.Results: All residents will undergo both a theoretical test (0–100 points) and a practical test on a TEE simulator (0–100 points) before and 3 months after the training. Satisfaction will be assessed by a 5-points Likert scale. The primary outcomes will be to compare the scores in the final theoretical and practical tests between the two groups, 3 months after the completion of the training.Conclusion: Data regarding simulation-based learning in TEE are limited to non-randomized or single-center studies. The randomized multicenter SIMULATOR study will assess the impact of simulation-based vs. traditional teaching on TEE knowledge and performance for medical residents in cardiology, and whether such an educational program should be proposed in first line for TEE teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Rational and Design of the SIMULATOR Study: A Multicentre Randomized Study to Assess the Impact of SIMULation-bAsed Training on Transoesophageal echocardiOgraphy leaRning for Cardiology Residents

Pezel

Bernard

Lavie-Badie

et al. 2021

Front. Cardiovasc. Med.

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“…2,3 In this issue of The Journal of Cardiothoracic and Vascular Anesthesia, Thampi et al explore the ideal sequence of providing instruction for basic TEE: didactic lecture followed by simulation (LS group) or simulation followed by didactic lecture (SL group). 4 No difference in theoretical knowledge or practical skill was detected between the groups using immediate post-course testing; however, retention of knowledge and skill, tested 1 month post instruction, was significantly better in the SL group.…”

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confidence: 82%

OMG! Andragogy for Millennials

Linganna

Goldhammer

2020

Journal of Cardiothoracic and Vascular Anesthesia

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“…However, which one among the two, video-based training and simulation-based training, is better for interpreting 20 cross-sectional views remains unclear. Since the literature recommendssimulation-based training followed by a theoretical lecture [ 9 ], we hypothesized that if followed by a theoretical lecture, simulator-based TEE training would improve the performance of novice trainees in the interpretation of 20 cross-sectional views compared to the video-based TEE training.…”

Section: Introductionmentioning

confidence: 99%

Simulation-based training following a theoretical lecture enhances the performance of medical students in the interpretation and short-term retention of 20 cross-sectional transesophageal echocardiographic views: a prospective, randomized, controlled trial

et al. 2021

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Background Both simulation-based training and video-based training serve as educational adjuncts for learning TEE among medical students. In the present study, we hypothesized that simulation-based training would better enhance the performance of medical students in the interpretation of 20 cross-sectional views compared to video-based training. Methods A total of 120 4th-year undergraduate medical students were enrolled in the present study. The study began with a pre-test of all the participants, followed by a 90-min theoretical lecture and a post-test. Subsequently, the participants were randomly divided into the video-based group (Group V) and simulation-based group (Group S). Next, Group V received 60 min of TEE video learning, while Group S received 60 min of TEE simulator training. After the respective training, both the groups undertook the retention-test 1 and retention-test 2, 1 week and 1 month later, respectively. The performance for each test was evaluated by five views, which were selected randomly and, respectively, from a set of 20 cross-sectional views. The primary outcome was the performance of the retention-test 1. Secondary outcomes included: (1) comparison the performances of the pre-test, post-test, and retention-test 2 between two groups; (2) comparison the performances of pre-test and post-test in the same group; (3) comparison the performances of retention-test 1, and retention-test 2 in the same group. Results Better performances were observed in Group S in both retention-test 1 (Group V: 63.2 [52.6, 77.6] vs. Group S: 89.5 [68.4, 100.0], P < 0.001) and retention-test 2 (Group V: 58.0 [48.0, 72.0] vs. Group S: 74.0 [64.0, 80.0], P < 0.001) compared to Group V. No statistically significant differences were observed in the performances of pre-test (Group V: 8.3 [4.2, 12.5] vs. Group S: 8.3 [4.2, 12.5], P = 0.825) or post-test (Group V: 46.2 [38.5, 57.7] vs. Group S: 44.2 [38.5, 56.7], P = 0.694) between the two groups. The improvement had been observed in the post-test, compared with pre-test in the same group, respectively (Group V in post-test: 46.2 [38.5, 57.7] vs. Group V in pre-test: 8.3 [4.2, 12.5], P < 0.001; Group S in post-test: 44.2 [38.5, 56.7] vs. Group S in pre-test: 8.3 [4.2, 12.5], P < 0.001). However, the performance in retention-test 2 was significantly reduced, compared with retention-test 1 in the same group, respectively (Group V in retention-test 2: 58.0 [48.0, 72.0] vs. Group V in retention-test 1: 63.2 [52.6, 77.6] P = 0.005; Group S in retention-test 2: 74.0 [64.0, 80.0] vs. Group S in retention-test 1: 89.5 [68.4, 100.0], P < 0.001). Conclusions Following a 90-min theoretical lecture, simulation-based training better enhanced the performance of medical students in the interpretation and short-term retention of 20 cross-sectional views compared to video-based training. Trial registration http://www.chictr.org.cn (ChiCTR2000033519, 3/June/2020).

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Ideal Sequence of Didactic Lectures and Simulation in Teaching Transesophageal Echocardiography Among Anesthesiologists

Cited by 13 publications

References 13 publications

Rational and Design of the SIMULATOR Study: A Multicentre Randomized Study to Assess the Impact of SIMULation-bAsed Training on Transoesophageal echocardiOgraphy leaRning for Cardiology Residents

Rational and Design of the SIMULATOR Study: A Multicentre Randomized Study to Assess the Impact of SIMULation-bAsed Training on Transoesophageal echocardiOgraphy leaRning for Cardiology Residents

OMG! Andragogy for Millennials

Simulation-based training following a theoretical lecture enhances the performance of medical students in the interpretation and short-term retention of 20 cross-sectional transesophageal echocardiographic views: a prospective, randomized, controlled trial

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