Simulation-based teaching in critical care, anaesthesia and emergency medicine

L’Her, Erwan; Geeraerts, Thomas; Desclefs, Jean-Philippe; Benhamou, Dan; Blanié, Antonia; Cerf, Charles; Delmas, Véronique; Jourdain, M.; Lecomte, François; Ouanes, Islem; Garnier, Marc; Mossadegh, Chirine

doi:10.1016/j.accpm.2020.03.010

Cited by 29 publications

(19 citation statements)

References 138 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recommendations from experts from the main French societies in anesthesia, emergency, and intensive care (SFAR, SRLF*, SFMU*, SoFRaSimS*), recently published in 2020, encourage the integration of procedural and high-fidelity simulation into the initial and continuing medical education, to acquire and maintain technical, clinical, and communication skills [ 11 ]. The results of our study should encourage anesthesiologists to integrate such “checklist training sessions” into their educational program.…”

Section: Discussionmentioning

confidence: 99%

“…For several years, simulation has been integrated into the training of anesthesia residents [ 11 ], as it offers the possibility to acquire skills in conditions close to reality, without risk for the patient [ 12 , 13 ]. Interestingly, the impact of cognitive aids has also been assessed in simulation before their implementation in a real setting [ 10 , 14 ].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Cognitive Aid for Anesthetic Preparation in An Emergency Situation: A Simulation-Based Study

et al. 2021

View full text Add to dashboard Cite

When anesthesia checklists and preparations are performed urgently, omissions may occur and be deleterious to the patient. The aim of this study was to evaluate in simulation the interest of a cognitive aid to effectively prepare an anesthetic room for an emergency. In a prospective single-center simulation-based study, 32 anesthesia residents had to prepare an anesthetic room in an emergency scenario, without cognitive aid in the first phase. Three months later (phase 2), they were randomly assigned to receive a cognitive aid (aid group) or no additional aid (control) and were involved in the same scenario. The primary outcome was the validation rate of each essential item in the first 5 min in phase 2. Eight items were significantly more frequently completed in the first 5 min in the aid group in phase 2 (vs. phase 1), compared with two only in the control group. However, there were no significant differences in the overall number of completed items between the two groups, as both groups completed significantly more items in phase 2, either in the first 5 min (19 (14–23) vs. 13 (9–15) in phase 1 for all residents, p < 0.001) or without time limit. Preparation times were reduced in phase 2 in both groups. In conclusion, the use of a cognitive aid allowed anesthesia residents to complete some safety items of a simulated urgent anesthesia preparation more frequently. In addition, despite daily clinical experience, a single simulation session improved anesthesia preparation and reduced the preparation time with or without cognitive aid.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Cognitive Aid for Anesthetic Preparation in An Emergency Situation: A Simulation-Based Study

et al. 2021

View full text Add to dashboard Cite

show abstract

“…While there is unanimous agreement on the principle of using active learning, the best method is still being discussed and these educational methods have a moderate impact on learning outcomes in the short term. Simulation is a well-accepted method of active learning and its use has spread worldwide [ 2 ]. The effect size of learning improvement is however moderate, superior to no-training but not significantly better than traditional methods [ 3 ] for its effects on patients’ outcomes [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Comparison of multimodal active learning and single-modality procedural simulation for central venous catheter insertion for incoming residents in anesthesiology: a prospective and randomized study

et al. 2022

Self Cite

View full text Add to dashboard Cite

Background Active learning methods, including low-fidelity simulation, are useful but the incremental learning effect of each method is however limited. We designed this study to assess if combining flipped classroom and the modified Peyton’s « 4-steps» method during procedural simulation (intervention group [IG]) would provide better learning results than simulation alone (control group [CG]) in the context of central venous catheter insertion training. Methods This prospective, single-center, and randomized study took place in 2017 in a single simulation center. All first year Anesthesiology residents of Ile de France area at the start of their residency were randomly included either in the IG or CG during a seminar aimed at providing initial procedural skills with low-fidelity simulation. A composite learning score which included knowledge MCQ and a questionnaire assessing satisfaction and value of the training session was recorded after training (primary outcome, /100). A randomized sub-group of learners of each group were video-recorded during central venous catheter insertion at the end of training and their skills were evaluated with validated tools, including a specific checklist and a global rating scale (GRS). Results Among 89 anesthesiology residents, 48 and 41 learners were randomized in the intervention and control groups respectively. Of the IG residents, 40/48 (83%) had read the learning material prior to the session. There was no significant difference regarding the composite outcome ([IG]= 81.1 vs [CG] = 80.5 /100 (p = 0.68)). Results of the post-session MCQ knowledge questionnaire were also non-significantly different. Residents were similarly satisfied and described a significant improvement of their knowledge and skills after training. Learners highly valued the training session as a mean to improve their future practice. No significant differences regarding checklist and GRS scores were observed. Conclusions A multimodal active learning strategy of procedural learning did not provide better learning outcomes when compared to a traditional simulation method. In both groups, satisfaction was high and perception of the acquired theoretical and practical knowledge was improved after training.

show abstract

Section: Introductionmentioning

confidence: 99%

“…Simulation provides learners experiential opportunities to obtain knowledge and practice skills without any risk to patients [ 3 ]. Simulation is a versatile education tool that can be used for learners with any range of experience and in many different settings [ 3 ]. One setting where simulation is commonly used for new learners is a “bootcamp,” which is typically arranged as a workshop with dedicated time to learn and practice new skills [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Perception Precedes Reality: A Simulation and Procedural Bootcamp Improves Residents’ Comfort With Transitioning to Clinical Anesthesiology Training

Kazior¹,

Chen²,

Isaak³

et al. 2022

Cureus

View full text Add to dashboard Cite

BackgroundThe transition from internship to clinical anesthesiology (CA) training is often difficult given the differences in workflow, procedures, environment, and clinical situations. The primary aims of this study were to determine if a standardized introductory bootcamp could improve clinical knowledge and self-perceived comfort level of new anesthesiology residents in performing common operating room procedures and management of common intraoperative problems. The secondary aim of the study was to see if a standardized bootcamp could be replicated at other programs. MethodsThe introduction to anesthesiology resident bootcamp was developed at one institution in 2015 then expanded to a second program in 2019. The bootcamp was a one-day experience consisting of simulation and task trainers that all rising first-year CA residents (CA-1) participated in during their first month of anesthesiology training. All participating residents were given a survey immediately before and after the bootcamp. The average ratings of the questions were calculated and used as the primary measure. The Anesthesia Knowledge Test (AKT) was used as a surrogate measure of participant knowledge. ResultsFrom 2015 to 2020, a total of 105 residents completed the pre-survey and 109 completed the post-survey across the two sites. The improvement in average rating was significant (Pre: 2.04±0.46 versus Post: 3.09±0.52 p<0.0001). Individual item analysis also showed significant improvement on all of the eight items (p<0.0001). Analyses by site revealed the same results at both average score and item level. There was no significant cohort difference in either p=0.14) or AKT-1 (Control: 41.06±26.42 versus Intervention 41.70±26.60, p=0.90) percentile scores. ConclusionsIncorporation of an introduction to anesthesia bootcamp for new residents significantly improves participant comfort level and is reproducible across institutions. However, it does not improve resident performance on standardized tests.

show abstract

Simulation-based teaching in critical care, anaesthesia and emergency medicine

Cited by 29 publications

References 138 publications

Cognitive Aid for Anesthetic Preparation in An Emergency Situation: A Simulation-Based Study

Cognitive Aid for Anesthetic Preparation in An Emergency Situation: A Simulation-Based Study

Comparison of multimodal active learning and single-modality procedural simulation for central venous catheter insertion for incoming residents in anesthesiology: a prospective and randomized study

Perception Precedes Reality: A Simulation and Procedural Bootcamp Improves Residents’ Comfort With Transitioning to Clinical Anesthesiology Training

Contact Info

Product

Resources

About