Medical Simulation Topic Interests in a Pediatric Healthcare System

Deutsch, Ellen S.; Olivieri, Jason; Hossain, Jobayer; Sobolewski, Heather

doi:10.1097/sih.0b013e3181f5c1c0

Cited by 4 publications

(5 citation statements)

References 19 publications

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“…As such, when considering lessons for the use of simulation as a CPD strategy, McGaghie et al, 2009 argued “policies that inform [practicing clinician] performance and govern the privilege of practice not only need to endorse the effective use of simulation technology, but also tackle sources of cultural resistance to its adoption ” (emphasis added) [38]. Attempting to acknowledge and ultimately overcome individual or system/cultural level barriers is not new [39, 40]. The next step is to expand the work, to test hypotheses, broaden understanding and ask how can simulation in CPD achieve the same level of “hard-wired” integration as it has in trainee contexts [41] or as some have argued coaching has for sports or music [42].…”

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confidence: 99%

Roads less traveled: understanding the “why” in simulation as an integrated continuing professional development activity

Tavares

2019

Adv Simul

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BackgroundThe simulation community has experienced significant advances, strengthening the case for the use of simulation in medical education toward improving patient outcomes. However, an underlying assumption particularly regarding utilization of simulation by those who are in practice, is that simulation will be selected as a continuing professional development (CPD) strategy. Exploring reasons for choices of educational formats, particularly regarding simulation, is poorly integrated into CPD research.DiscussionDespite significant advances the scientific simulation community has been slow to produce evidence regarding why practitioners may be reserved in engaging in simulation or not. Using examples from related education contexts the author attempts to bridge simulation science, CPD and less commonly used theoretical frameworks to address this issue. The author argues that theoretical perspectives that recognize the use of simulation for CPD as a socio-personal process and/or a personal or group issue (e.g., theories of intelligence, self-determination theory, theory of planned behavior, social identity theory) and that are conceptually distinct from educational mechanisms/ provision are necessary to advance simulation use in CPD contexts.ConclusionGiven the close relationship practicing clinicians have to patient outcomes a new imperative may be to focus on the theoretical and practical links informing simulation use for CPD at the level of the individual and individual-among-professional groups. The simulation community may therefore need to engage in research that attempts to further uncover and address underlying issues of “why” clinicians integrate simulation as CPD activities or not.

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confidence: 99%

Roads less traveled: understanding the “why” in simulation as an integrated continuing professional development activity

Tavares

2019

Adv Simul

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Section: Discussionmentioning

confidence: 99%

“…Physicians, nurses, and respiratory therapists have all identified airway problems as their first area of interest for simulation courses. 10 While management of a pediatric difficult airway typically requires a multidisciplinary health care team, most simulation courses involve trainees from a single discipline. Trainees from all disciplines who participated in our boot camp course reported improved confidence in the advanced technical airway management skills, including laryngeal mask airway placement, fiberoptic intubation, rigid laryngoscopy and bronchoscopy, and tracheostomy.…”

Section: Discussionmentioning

confidence: 99%

“…Airway management, among the more commonly encountered pediatric emergencies, is one of those critical areas where development of simulation activities to increase trainees’ confidence and technical skills is essential. Physicians, nurses, and respiratory therapists have all identified airway problems as their first area of interest for simulation courses 10 . While management of a pediatric difficult airway typically requires a multidisciplinary health care team, most simulation courses involve trainees from a single discipline.…”

Section: Discussionmentioning

confidence: 99%

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A Multidisciplinary Approach to a Pediatric Difficult Airway Simulation Course

Lind

Corridore

Sheehan

et al. 2018

Otolaryngol.--head neck surg.

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Objective To design and assess an advanced pediatric airway management course, through simulation-based team training and with multiple disciplines, to emphasize communication and cooperation across subspecialties and to provide a common skill set and knowledge base. Methods Trainees from anesthesiology, emergency medicine, critical care, pediatric surgery, and otolaryngology at a tertiary children's hospital participated in a 1-day workshop emphasizing airway skills and complex airway simulations. Small groups were multidisciplinary to promote teamwork. Participants completed pre- and postworkshop questionnaires. Results Thirty-nine trainees participated over the 3-year study period. Compared with their precourse responses, participants' postcourse responses indicated either agreement or strong agreement that the multidisciplinary format (1) helped in the development of team communication skills and (2) was preferred over single-discipline training. Improvement in confidence in managing critical airway situations and in advanced airway management skills was significant ( P < .05). Eighty-one percent of participants had improved confidence in following the hospital's critical airway protocol, and 64% were better able to locate advanced airway management equipment. Discussion Multiple subspecialists manage pediatric respiratory failure, where successful care requires complex handoffs and teamwork. Multidisciplinary education to teach advanced airway management, teamwork, and communication skills is practical and preferred by learners and is possible to achieve despite differences in experience. Future study is required to better understand the impact of this course on patient care outcomes. Implications for Practice Implementation of a pediatric difficult airway course through simulation-based team training is feasible and preferred by learners among multiple disciplines. A multidisciplinary approach exposes previously unrecognized knowledge gaps and allows for better communication and collaboration among the fields.

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“…Educational content should be tailored to the "learners' perceived needs" and "address unrecognized deficits" [34]. When original content was determined, the focus was primarily on the learners' needs and deficits that were identified by members of the OTOHNS faculty at the University of Ottawa, as well as the primary clerkship objectives listed in Table 1.…”

Section: Content Creationmentioning

confidence: 99%

The Utilization of the iOS Platform to Create LearnENT: An Interactive Educational App in Otolaryngology—Head and Neck Surgery

Kohlert

Scherer

Kherani

et al. 2012

Education Research International

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LearnENT, an educational app for iOS, was developed to promote a standardized experience otolaryngology in head and neck surgery (OTOHNS) for University of Ottawa medical students. Its development was grounded in pedagogical theory including Laurillard's design process, Honey and Mumford's learning styles, and Nielsen's theory of usability. This paper examines LearnENT's design and development processes as well as the role of mobile apps in medical education. Features of the LearnENT app as they apply to Constructivist learning are also highlighted.

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Medical Simulation Topic Interests in a Pediatric Healthcare System

Cited by 4 publications

References 19 publications

Roads less traveled: understanding the “why” in simulation as an integrated continuing professional development activity

Roads less traveled: understanding the “why” in simulation as an integrated continuing professional development activity

A Multidisciplinary Approach to a Pediatric Difficult Airway Simulation Course

The Utilization of the iOS Platform to Create LearnENT: An Interactive Educational App in Otolaryngology—Head and Neck Surgery

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