Simulation-based mastery learning reduces complications during central venous catheter insertion in a medical intensive care unit*

Barsuk, Jeffrey H.; McGaghie, William C.; Cohen, Elaine; O’Leary, Kevin J.; Wayne, Diane B.

doi:10.1097/ccm.0b013e3181a57bc1

Cited by 374 publications

(291 citation statements)

References 23 publications

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“…This has also been shown for more simple tasks such as central venous catheter placement. 28 A Cochrane Database Systematic Review also corroborates these findings. 29 The evidence is sparse because studies are often small, difficult to design, and are hard to conduct rigorously.…”

Section: Limitations Of Simulationsupporting

confidence: 80%

Incorporating simulation in vascular surgery education

Bismuth

Donovan

O’Malley

et al. 2010

Journal of Vascular Surgery

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The traditional apprenticeship model introduced by Halsted of "learning by doing" may just not be valid in the modern practice of vascular surgery. The model is often criticized for being somewhat unstructured because a resident's experience is based on what comes through the "door." In an attempt to promote uniformity of training, multiple national organizations are currently delineating standard curricula for each trainee to govern the knowledge and cases required in a vascular residency. However, the outcomes are anything but uniform. This means that we graduate vascular specialists with a surprisingly wide spectrum of abilities. Use of simulation may benefit trainees in attaining a level of technical expertise that will benefit themselves and their patients. Furthermore, there is likely a need to establish a simulation-based certification process for graduating trainees to further ascertain minimum technical abilities.

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Section: Limitations Of Simulationsupporting

confidence: 80%

Incorporating simulation in vascular surgery education

Bismuth

Donovan

O’Malley

et al. 2010

Journal of Vascular Surgery

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“…Training associated with specific procedures has tended to be more readily transferable; this transfer to practice has been most apparent in studies in which the rates of complications from central line placement were significantly decreased after residents were trained using simulation-based techniques. 16 In a second study, simulation-trained anesthesiology residents weaned patients from cardiopulmonary bypass better than residents taught through didactic methods. 17 In addition, high-fidelity simulations have also been shown to improve care during the management of shoulder dystocia and the management of cardiac arrests.…”

Section: Simulation and Health Care Educationmentioning

confidence: 99%

Simulation for Maintenance of Certification

Ross¹,

Metzner²

2015

Surgical Clinics of North America

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“…18 Study in intensive care setting has shown that residents mastered in central venous catheter insertion with simulation technique are involved in fewer complications compared to the non experienced residents. 19 Feedback is the most important characteristic of simulation training that have a direct impact on learning. It provides the ability to reflect on the educational experience to enhance learning.…”

Section: Discussionmentioning

confidence: 99%

Tutors Perception on a Training Workshop on Simulation Based Medical Education

Salam

Saiboon

Jaafar

et al. 2016

Bangladesh J Med Sci

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Abstract:Background: The notion of 'learning by doing' has become less acceptable especially when invasive procedures are needed. Simulation provides learners the opportunity for deliberate practice. Universiti Kebangsaan Malaysia Medical Centre (UKMMC) is one of the promoter of Simulation-based medical education (SBME), conducting regularly "train the trainer workshop" aimed to increase the efficiency of learner. The objective of this paper is to provide an insight from the learners' perspective on a SBME workshop. Methods: It was a pre and post-test design survey, done on a total of 21 participants of UKMMC who attended a 2-daytrain-the-trainer workshop on SBME held in April 2014 at Simulation Lab of Emergency Department. Participants were exposed to interactive-lectures, hands-on with scenario design-development using high fidelity simulator and trying out the scenario with simulation. Each simulation session lasted around 30 minutes, followed by a 15-minute debriefing and 10-minute didactic session. During debriefing, video clips of what participants did were shown. Participants completed pre-post evaluation on their pre-experience, usefulness of SBME and as feedbackmethod, and meeting the objectives of SBME-workshop. Results: Post-test evaluation showed 100% participants reported simulation was very useful compared to 43% in the pre-test. While 83% agreed feedback was better served by video-re-run in post-test compared to 43% in the pretest. Most expressed that the workshop achieved the desired objectives. Conclusion: The SBME is an effective method to gain medical-procedural experience and is well accepted by the participants. Medical schools should use simulation as an educational tool in order to increase the efficiency of learners.

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Simulation-based mastery learning reduces complications during central venous catheter insertion in a medical intensive care unit*

Abstract: A simulation-based mastery learning program increased residents' skills in simulated central venous catheter insertion and decreased complications related to central venous catheter insertions in actual patient care.

Cited by 374 publications

References 23 publications

Incorporating simulation in vascular surgery education

Incorporating simulation in vascular surgery education

Simulation for Maintenance of Certification

Tutors Perception on a Training Workshop on Simulation Based Medical Education

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