Simulation-based learning in physical medicine and rehabilitation: About a Tunisian experience

Boudokhane, S.; Ouanes, Islem; Migaou, H.; Salah, S.; Kessomtini, W.; Sghir, M.; Jellad, A.; Frih, Z. Ben Salah

doi:10.1016/j.rehab.2017.07.236

Cited by 1 publication

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“…This study is consistent with prior research that demonstrates utility of simulation training in PM&R education. Simulation techniques have been applied broadly within PM&R education, with studies showing successful use in the instruction of musculoskeletal ultrasound, needle driving for interventional procedures, pressure ulcer and patient safety education, botulinum toxin injections and peripheral motor blocks, among others . Pilot studies have reported the feasibility of using simulation‐based education for teaching autonomic dysreflexia, a common urgent medical complication that occurs in patients with complete spinal cord injuries at T6 or above, to PGY‐2 PM&R residents .…”

Section: Discussionmentioning

confidence: 99%

“…Simulation training aims to mimic real‐life experience and is consistently associated with positive effects on knowledge, skills, and patient‐related outcomes . There is good evidence to support the use of simulation‐based methods in PM&R education . However, little evidence exists on the use of simulation technology for the instruction of urgent medical complications to PM&R residents .…”

Section: Introductionmentioning

confidence: 99%

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Simulation‐Based Education for Urgent Medical Complications Common to the Rehabilitation Setting: An Educational Program for Physical Medicine and Rehabilitation Residents

Malmut

Rho

2019

PM&R

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Background: Simulation technology is being increasingly adopted into medical education and is consistently associated with positive effects on knowledge, skills, and patient-related outcomes. There is little evidence on the use of simulation technology for the instruction of urgent medical complications to physical medicine and rehabilitation (PM&R) residents. Objective: To examine whether a simulation-based educational program can improve PM&R resident confidence and knowledge in the assessment and management of urgent medical complications. Design: Pretest-posttest design. Setting: Academic freestanding acute inpatient rehabilitation hospital. Participants: Twelve Post-Graduate Year (PGY)-2 PM&R residents at the start of the academic year. Methods: Residents completed an integrated didactic and simulation-based curriculum on the assessment and management of five urgent medical complications: seizures, agitation, ventricular assist device (VAD)-associated complications, sympathetic storming, and autonomic dysreflexia. Simulations were conducted using a high-fidelity manikin. Main Outcome Measurements: Surveys and knowledge assessments were completed at baseline and immediately following training. Survey responses were recorded on a Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. Multiple-choice knowledge assessments were scored out of 100%. Within-group differences from baseline to postintervention were analyzed. Results: There was a positive correlation between baseline experience and baseline confidence scores (r = 0.877). Improved confidence was demonstrated in the assessment and management of all five topics (P < .05). Knowledge assessment scores significantly improved from 57.8% (95% confidence interval [CI] 50.6% to 65.4%) at baseline to 85.0% (95% CI 81.6% to 88.4%) following the course (P < .001). The education program was rated highly by both learners (mean satisfaction score, Likert score [LS] = 4.6) and instructors (mean satisfaction score, LS = 4.5). Conclusions: Application of a simulation-based educational model to the instruction of urgent medical complications to PM&R residents resulted in increased knowledge with added benefits of confidence building and high levels of enjoyment. Level of Evidence: II

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%