Mannequin-Based Simulators and Part-Task Trainers

Schaff, Jacob; Russell, Conn

doi:10.1007/978-3-030-26849-7_11

Cited by 2 publications

(1 citation statement)

References 30 publications

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“…[1][2][3][4] The most common anesthesia simulations involve face-toface activities employing task trainers, "in-situ simulation" in actual operating rooms, and computer-driven electromechanical mannequins in mock operating rooms. 5 In recent years, screen-based simulation (SBS) using digital technology to represent patient scenarios on visual display units has played an escalating role in anesthesia education. [6][7][8] SBS constitutes the overlap of high-fidelity simulation with computer-based learning.…”

Section: Introductionmentioning

confidence: 99%

Synchronous Screen-Based Simulation in Anesthesia Distance Education

Swerdlow¹,

Soelberg²,

Osborne-Smith³

2021

AMEP

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Purpose The aim of the present study was to evaluate the feasibility, acceptability, and utility of synchronous online screen-based simulation (SBS) in anesthesia education. Methods The investigational cohort consisted of 12 second-year nurse anesthesia students enrolled in a Doctor of Nursing Practice (DNP) program. Pairs of students worked with a single instructor online using the same SBS employing a cloud-based peer-to-peer platform and high-fidelity software involving a graphical avatar. During each session, the instructor initially manipulated the avatar through the software scenario with educational pauses to communicate learning content. Thereafter, students proceeded through the same SBS by stating their desired actions, which were then implemented by the instructor. At the conclusion of each session, students were evaluated by an integrated software scoring system, and thereafter they completed a questionnaire rating their distance SBS experience. Results Synchronous online SBS was performed in this manner without difficulty; it was accepted by students as a valuable adjunct to their in-person mannequin-based simulation (MBS) training; and it was perceived as a useful addition to their anesthesia education. Students identified significant value in the isolation of the cognitive component of learning by this teaching methodology. Lack of haptic learning, however, also was seen as a disadvantage of SBS compared to MBS. Students’ criticisms of SBS were largely unrelated to use of this technique with synchronous online education, but rather related to general limitations associated with SBS technology. There was a positive correlation between the students’ mean post-SBS rating and the automated SBS score (r = 0.832). Conclusion Synchronous online SBS can effectively supplement MBS in an anesthesia training program. Its major perceived advantage appears to be an ability to isolate and reinforce appropriate cognitive skills related to intraoperative care including crisis management. Students who had higher mean post-SBS ratings also had higher automated SBS scores.

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