Qualitätsverbesserung von Koronardiagnostik und -intervention durch „Virtual-Reality“-Simulation

Abstract

Currently, more than 800,000 diagnostic procedures and 300,000 percutaneous coronary interventions are performed annually in 556 catheter laboratories in Germany. These numbers document the importance of training programs in interventional cardiology. However, this need is in sharp contrast to the time constraints for continuing medical education in Germany due to personnel and financial restrictions. A possible solution for this dilemma could be new training programs which partially supplement conventional clinical training by simulation-based medical education. Currently five virtual reality simulators for diagnostic procedures and percutaneous coronary interventions are available. These simulators provide a realistic hands-on training comparable to flight simulation in aviation.The simulator of choice for a defined training program depending on the underlying learning objectives could either be a simple mechanical model (for puncture training) or even a combination of virtual reality simulator and a full-scale mannequin (for team training and crisis resource management). For the selection of the adequate training program the basic skills of the trainee, the learning objectives and the underlying curriculum have to be taken into account. Absolutely mandatory for the success of simulation-based training is a dedicated teacher providing feedback and guidance. This teacher should be an experienced interventional cardiologist who knows both the simulator and the selected training cases which serve as a vehicle for transferring knowledge and skills.In this paper the potential of virtual reality simulation in cardiology will be discussed and the conditions which must be fulfilled to achieve quality improvement by simulation-based training will be defined.

ACCF/AHA/SCAI 2013 Update of the Clinical Competence Statement on Coronary Artery Interventional Procedures

“…Supported by accumulating evidence, many educators advocate the use of simulator-based training as a means to complement conventional training in interventional cardiology. [123][124][125][126] There are emerging data suggesting that simulators might serve to identify low-ability operators; however, the writing committee acknowledges current technological and access limitations currently exist, presenting challenges to the widespread use of simulation. …”

Studying from the Sofa. Contribution to the HoGe conference 2018 „Digital learning and teaching“ / Studieren vom Sofa aus.Beitrag zur HoGe–Tagung 2018 „Digitales Lernen und Lehren“

“…Simulierte Lehr-/Lernsituationen, in denen sich die Teilnehmenden sowohl sprachlich als auch physisch bewegen und zukünftig auch direkt nonverbal kommunizieren können, werden den Lernalltag sinnvoll ergänzen (Esser, 2018). In der Medizinforschung und Medizinausbildung werden Simulationen bereits erfolgreich eingesetzt (Voelker et al, 2011).…”

ACCF/AHA/SCAI 2013 Update of the Clinical Competence Statement on Coronary Artery Interventional Procedures

“…The use of these simulators has mostly been in the area of fellow education or MOC modules, or industry has used them to train practitioners to use new or less frequently used devices. Supported by accumulating evidence, many educators advocate the use of simulator‐based training as a means to complement conventional training in interventional cardiology . There are emerging data suggesting that simulators might serve to identify low‐ability operators; however, the writing committee acknowledges current technological and access limitations currently exist, presenting challenges to the widespread use of simulation .…”