Learning outcomes evaluation of a simulation-based introductory course to anaesthesia

Rábago, J; López-Doueil, M.; Sancho, R.; Hernández-Pinto, P.; Neira, Nelson Obregón; Capa, E.; Larraz, Eduardo; Redondo‐Figuero, Carlos; Maestre, José María Maestre

doi:10.1016/j.redare.2017.06.004

Cited by 7 publications

(8 citation statements)

References 27 publications

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“…37 Our results are consistent with prior studies that support the effectiveness of simulation training in novice anesthesiology and critical care trainees. [29][30][31] However, these prior studies are limited in scope to 1 or 2 years and indirectly measure SE on a subset of tasks. We measured SE strength using a unipolar, task-specific scale that is the preferred method of measuring SE 38 and more predictive of performance ability 39,40 than a bipolar Likert scale.…”

Section: Discussionmentioning

confidence: 99%

“…26 Boot camp courses enhance preparation for learners entering new roles. 27 Simulation boot camps improve knowledge, clinical skills, and confidence of medical and surgical residents during stressful training transitions, 28 and increases SE in anesthesiology trainees [29][30][31] and anesthesiology fellows. 31 In 2006, we introduced a 5-day, high-fidelity Simulation Boot Camp (SBC) for first-year clinical anesthesia residents (CA-1s).…”

Section: Introductionmentioning

confidence: 99%

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Anesthesia Simulation Boot Camp—a Decade of Experience Enhancing Self-efficacy in First-year Residents

2020

JEPM

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Anesthesia Simulation Boot Camp—a Decade of Experience Enhancing Self-efficacy in First-year Residents

2020

JEPM

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“…Simulation-based assessment is perhaps one of the most evidence-based tools to acquire competencies in the management of simulated intraoperative events; however, further studies are needed to determine its validity in terms of clinical performance and knowledge transfer. 60,62 Some studies focused on measuring the effectiveness and validity of methods, such as Script, ECOE, Mini-CEX, and DOPS, among others, have shown their usefulness to assess graduate anesthesiology students, but at a higher cost (4-6.65).…”

Section: Assessment Toolsmentioning

confidence: 99%

“…The advent of multiple assessment instruments designed under the precept of "evaluating to learn" and the assessment usefulness formula proposed by Van der Vleuten et al 36 show that anesthesiology has a significant gap between the application of such instruments in specific teaching situations and competency-based assessment in this specialty [10][11][12][13][14][15][16][17][25][26][27][28][29][30][31][32][37][38][39][40][41][42][43][44][45][46]56,57,[60][61][62][63][64][65][66][67][71][72][73][74][75][76][77][78][82][83][84][85]…”

Section: Assessment Toolsmentioning

confidence: 99%

Anesthesia assessment in the era of competences: state of the art

Jaramillo-Rincón

Durante

Ladenheim³

et al. 2020

Colomb. J. Anesthesiol.

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Introduction: Anesthesiology requires procedure fulfillment, problem, and real-time crisis resolution, problem, and complications forecast, among others; therefore, the evaluation of its learning should center around how students achieve competence rather than solely focusing on knowledge acquisition. Literature shows that despite the existence of numerous evaluation strategies, these are still underrated in most cases due to unawareness. Objective: The present article aims to explain the process of competency-based anesthesiology assessment, in addition to suggesting a brief description of the learning domains evaluated, theories of knowledge, instruments, and assessment systems in the area; and finally, to show some of the most relevant results regarding assessment systems in Colombia. Methodology: The results obtained in “Characteristics of the evaluation systems used by anesthesiology residency programs stakeholders in the educational process, a fact that motivated the publishing of this discussion around the topic of competency-based assessment in anesthesiology. Following a bibliography search with the keywords through PubMed, OVID, ERIC, DIALNET, and REDALYC, 110 articles were reviewed and 75 were established as relevant for the research’s theoretical framework. Results and conclusion: Anesthesiology assessment should be conceived from the competency’s multidimensionality; it must be longitudinal and focused on the learning objectives.

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“…Special concern [1] has emerged regarding the training process of new trainees before their first approach to patients in the anesthetic field. Worldwide, some institutions have established preparatory courses at the onset of residency for various specialties using simulation [2][3][4][5]; most of them only examine trainee self-reported preparedness instead of using task-specific tools for procedural skills assessments.…”

Section: Introductionmentioning

confidence: 99%

Simulation-based training for early procedural skills acquisition in new anesthesia trainees: a prospective observational study

et al. 2020

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Background: In a setting in which learning of basic procedural skills commences upon graduation from medical school, and as a first step towards integration of simulation-based learning into the anesthesiology training program, a preparatory course for new anesthesia trainees was designed. Three educational strategies were sequentially combined (e-learning, simulation-based hands on workshops, and on-site observational learning), and performance was assessed in a stepwise approach on five procedural skills considered essential for early anesthetic management (peripheral intravenous cannulation, sterile hand wash and gowning, anesthesia workstation preparation, face-mask ventilation, and orotracheal intubation). The primary aim of this study was to determine if this preparatory training course at the onset of anesthesiology residency is useful to achieve a competent trainee performance in the clinical setting. Methods: This prospective study was carried out at a university-affiliated hospital in Buenos Aires, Argentina, from 2017 to 2019. The 24 participants, comprising three cohorts of 8 residents each, underwent a preparatory course at the onset of residency. Diverse, consecutive educational strategies, and assessments (three stages: 1, 2, 3) took place using task-specific tools (checklists) and global rating scales for five procedural skills. The primary outcome was achievement of competent scores (85%) in final assessments, and the secondary outcomes were performance improvement between assessment stages and compliance with predefined safety items. Results: Twenty trainees (83.3%) were found to be globally competent (both assessment tools for all procedures) during final assessments (stage 3). Statistically significant improvement was found for all procedural skills between baseline and after workshop assessment scores (stages 1-2), except for orotracheal intubation in checklists, and for all procedural skills between stages 2 and 3 except for sterile hand wash and gowning in checklists.

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Learning outcomes evaluation of a simulation-based introductory course to anaesthesia

Cited by 7 publications

References 27 publications

Anesthesia Simulation Boot Camp—a Decade of Experience Enhancing Self-efficacy in First-year Residents

Anesthesia Simulation Boot Camp—a Decade of Experience Enhancing Self-efficacy in First-year Residents

Anesthesia assessment in the era of competences: state of the art

Simulation-based training for early procedural skills acquisition in new anesthesia trainees: a prospective observational study

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