Multidisciplinary Crisis Simulations: The Way Forward for Training Surgical Teams

Undre, Shabnam; Koutantji, M; Sevdalis, Nick; Gautama, Sanjay; Selvapatt, Nowlan; Williams, Samantha; Sains, Parv; McCulloch, Peter; Darzi, Ara; Vincent, Charles

doi:10.1007/s00268-007-9128-x

Cited by 190 publications

(116 citation statements)

References 31 publications

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“…4,22 Both of these studies showed the feasibility of interdisciplinary training and also confirmed participant satisfaction in the virtual operatingroom experience. Construct validity (i.e., ability to distinguish between experts and novices) was similarly demonstrated for a laparoscopic-crisis scenario in a simulated operating room.…”

Section: Effectiveness In Teaching Non-technical Skillsmentioning

confidence: 54%

“…To both teach and assess non-technical and technical aspects of performance, virtual operating rooms have been developed. 4,[20][21][22] These rooms consist of an operating table, lights, suction equipment and an anesthesia machine. They contain a simulator (either synthetic or virtual reality) and a control room, which is separated from the operating room by a one-way mirror.…”

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confidence: 99%

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Simulation in surgical education

Palter

Grantcharov²

2010

Canadian Medical Association Journal

117

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Key points• Both technical and non-technical skills are essential for surgeons in training.• Technical skills learned on low-fidelity benchtop models, video-based trainers and virtual-reality models are transferable to the operating room.• Current evidence does not show a clear advantage of either virtual reality or synthetic models in teaching technical skills.• Evidence is lacking on how best to integrate each type of simulator into a holistic, proficiency-based curriculum. Simulation in surgical educationVanessa N. Palter MD, Teodor P. Grantcharov MD PhDPreviously published at www.cmaj.caReview those used for teaching minimally invasive procedures (referred to as tower trainers or video-box trainers). Numerous benchtop models are available for the simulation of a variety of procedures, including knot-tying, fascial closure, and suturing 14 (Figure 1). The most obvious limitation of such models is that they teach only one surgical technique rather than an entire operation. 5 Their use requires the presence of an expert to demonstrate the procedure and provide feedback on performance. 1,5 Tower trainers include a box with slits on the superior surface for trocar insertion. Real laparoscopic instruments are inserted through the trocars into the box, where the procedure is simulated. A camera inside the box provides video output to a monitor on which trainees can watch their own movements. These models can simulate a variety of techniques, including laparoscopic suturing, knot-tying, clip-applying and coordination drills.14 One of the most well-described tower trainers is the physical laparoscopy trainer known as the McGill Inanimate System for Training and Evaluation of Laparoscopic Skills. This system consists of five tasks performed on an endotrainer box. 16 The tasks include peg transfer, cutting, placing a ligating loop and intracorporeal suturing. Virtual-reality simulationTraining by virtual-reality simulation encompasses systems designed to teach laparoscopic, endoscopic and percutaneous interventions. 13 The fidelity of virtual-reality simulators ranges widely, from the Minimally Invasive Surgical Trainer -Virtual Reality (MIST-VR) system, which is a low-fidelity system designed to teach general laparoscopic proficiency, to systems that teach component procedural skills and other systems that replicate entire operations 17 ( Figure 2 and Videos 1 and 2, available at www .cmaj .ca /cgi /content /full /cmaj .091743 /DC1). Unlike bench-model learning, the presence of an expert is not necessary when virtual-reality simulation is used. Such models allow for practice at varying levels of difficulty, can simulate complications and automatically provide objective measures of assessment, allowing for both formative and summative trainee assessment.18 Virtual-reality models have been criticized, however, for high initial cost of system acquisition, limited force-feedback with use of surgical instruments and lack of realism of graphics. 14,19The virtual operating room Benchtop models, virtual-reality models, and an...

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Section: Effectiveness In Teaching Non-technical Skillsmentioning

confidence: 54%

mentioning

confidence: 99%

Simulation in surgical education

Palter

Grantcharov²

2010

Canadian Medical Association Journal

117

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“…Multidisciplinary simulation of the clinical environment can facilitate individual non-technical skills acquisition and prepare clinical teams for infrequently encountered scenarios such as surgical emergencies. 98,99 Non-technical simulation skills are increasingly assessed in surgical training. Several methods have been developed to evaluate them, including the NOTSS (NOn-Technical Skills for Surgeons), NOTECHS (NOn-TECHnical Skills) and OTAS (Observational Teamwork Assessment in Surgery).…”

Section: Live Animalsmentioning

confidence: 99%

Simulation learning in plastic surgery

Ghanem¹,

Myers²

2015

Plastic and Reconstructive Surgery

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“…The assessment processes would include validated templates capturing a range of psychometrically robust behaviours [89]. 3 Final phase: The maturity stage would encompass complex clinical scenarios including uncontrolled haemorrhage, absorption syndromes, and both technical and nontechnical crises situations expected of a practitioner ready for independent practice [90]. Complex unexpected patient death scenarios have been tested in high-fidelity simulations successfully and could be incorporated [91].…”

Section: Proposed Approachmentioning

confidence: 99%

Urology technical and non‐technical skills development: the emerging role of simulation

Rashid

Gianduzzo

2015

BJU International

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ObjectiveTo review the emerging role of technical and non-technical simulation in urological education and training. MethodA review was conducted to examine the current role of simulation in urology training. A PUBMED search of the terms 'urology training', 'urology simulation' and 'urology education' revealed 11 504 titles. Three hundred and fifty-seven abstracts were identified as English language, peer reviewed papers pertaining to the role of simulation in urology and related topics. Key papers were used to explore themes. Some cross-referenced papers were also included.

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Multidisciplinary Crisis Simulations: The Way Forward for Training Surgical Teams

Cited by 190 publications

References 31 publications

Simulation in surgical education

Simulation in surgical education

Simulation learning in plastic surgery

Urology technical and non‐technical skills development: the emerging role of simulation

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