Simulation et compétences non techniques

Boet, Sylvain; Savoldelli, G.

doi:10.1007/978-2-8178-0469-9_18

Cited by 5 publications

(6 citation statements)

References 33 publications

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“…One of the primary goals of education is to enable the retention of long-term gains in knowledge and/or skill [1]. In medical education, physicians are trained to transfer and adapt their knowledge to many different future clinical challenges, based on a retained skillset.…”

Section: Introductionmentioning

confidence: 99%

“…In 2012, the French National Authority for Health (HAS) concluded that simulation could reduce the gap between low exposure to critical situations and the repeated practice necessary for efficient management [14]. However, the impact of memory retention after training for complex technical skills is difficult to assess [1]. In 2013, a meta-analysis on simulation and pediatric teaching recognized the lack of educational simulation patterns necessary to acquire and maintain skills because of scarcity of comparative studies in medicine [15].…”

Section: Introductionmentioning

confidence: 99%

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Long-term retention assessment after simulation-based-training of pediatric procedural skills among adult emergency physicians: a multicenter observational study

et al. 2019

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Background One of the primary goals of simulation-based education is to enable long-term retention of training gains. However, medical literature has poorly contributed to understanding the best timing for repetition of simulation sessions. There is heterogeneity in re-training recommendations. Objectives This study assessed, through simulation-based training in different groups, the long-term retention of rare pediatric technical procedures. Methods This multicenter observational study included 107 emergency physicians and residents. Eighty-eight were divided into four groups that were specifically trained for pediatric emergency procedures at different points in time between 2010 and 2015 (< 0.5 year prior for G1, between 0.5 and 2 years prior for G2, between 2 and 4 years prior for G3, and ≥ 4 years prior for G4). An untrained control group (C) included 19 emergency physicians. Participants were asked to manage an unconscious infant using a low-fidelity mannequin. Assessment was based on the performance at 6 specific tasks corresponding to airway (A) and ventilation (B) skills. The performance (scored on 100) was evaluated by the TAPAS scale (Team Average Performance Assessment Scale). Correlation between performance and clinical level of experience was studied. Results There was a significant difference in performance between groups (p < 0.0001). For G1, 89% of the expected tasks were completed but resulted in longer delays before initiating actions than for the other groups. There was no difference between G4 and C with less than half of the tasks performed (47 and 43% respectively, p = 0.57). There was no correlation between clinical level of experience and performance (p = 0.39). Conclusion Performance decreased at 6 months after specific training for pediatric emergency skills, with total loss at 4 years after training, irrespective of experience. Repetition of simulation sessions should be implemented frequently after training to improve long-term retention and the optimal rate of refresher courses requires further research.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Long-term retention assessment after simulation-based-training of pediatric procedural skills among adult emergency physicians: a multicenter observational study

et al. 2019

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“…The main objective of education is to facilitate the enduring acquisition of knowledge and/or skills ( 70 ). In the realm of medical education, physicians undergo training to effectively transfer and adapt their knowledge to a diverse range of forthcoming clinical difficulties, drawing upon a well-preserved expertise.…”

Section: Assessment Of Long-term Retention Following the Simulation-b...mentioning

confidence: 99%

“…Nevertheless, evaluating the extent to which memory is retained following the training for intricate technical skills poses a challenging task ( 70 ). A meta-analysis conducted in 2013 examined the use of simulation in pediatric training and identified a lack of educational simulation models that are essential for the acquisition and retention of skills.…”

Section: Assessment Of Long-term Retention Following the Simulation-b...mentioning

confidence: 99%

Early introduction of simulation in the medical curriculum: the MedInTo perspective

Lembo,

Abate Daga,

Calì

et al. 2024

Front. Med.

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Despite the increasing body of evidence supporting the use of simulation in medicine, a question remains: when should we introduce it into the medical school's curriculum? We present the experience and future perspectives of the MD program in Medicine and Surgery of University of Turin-MedInTo. Since its launch, MedInTo has been dedicated to integrating innovative teaching approaches at the early stages into the medical curriculum. Herewith, we describe a case-based approach for our activities, which includes the utilization of simulation for emergency medical care training for students and the integration of virtual and augmented reality technology. Dedicated surgical training activities using virtual-augmented reality and life-like simulator for students are also described.

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“…Simulation is increasingly used to complement traditional teaching approaches such as lectures or distributing theoretical materials. 6 – 9 It has become an integral part of medical education at all levels. 10 Simulation techniques are playful pedagogical tools that can be applied in different ways, such as using error-based simulations (clean rooms containing errors and preparation sheets printed with errors) or game-based simulations (escape games, role-playing games and board games).…”

Section: Introductionmentioning

confidence: 99%

A room of errors simulation to improve pharmacy operators’ knowledge of cytotoxic drug production

Garnier

Butaye

Bonnabry

et al. 2023

J Oncol Pharm Pract

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Introduction We used an educational healthcare simulation tool called room of errors (ROE) to raise pharmacy operators’ awareness of potential errors in a chemotherapy production process and assessed its impact on their knowledge and satisfaction. Methods Twenty-five errors (compiled from internal procedures, literature and our hospital's reported incidents) were categorised as static ( n = 7, visible by the participant anytime) and dynamic ( n = 18, made by a pseudooperator in front of the participant). Our simulated cytotoxic production unit (CPU) hosted the 1 h-simulation. Two pharmacists (supervisor/pseudo-operator) welcomed the trainee for a 10-min briefing. During the 20-min simulation, participants watched the pseudo-operator's gestures in a simulated chemotherapy production process. Participants called out each error observed (recorded by the supervisor). A 20-min debriefing followed. ROE's impact on knowledge was measured through participants’ answers to a before-and after 18-item questionnaire about CPU's procedures and certainty about answers on a scale (0%–100%). Participants evaluated the training using a satisfaction questionnaire (Likert scale, 1–6). Results The 14 participants detected 70.4% ± 11.4% of errors. Least-detected errors were “using non-disinfected vials” (42.9%) and “touching syringe plunger” (0%). Critical errors (expired leftovers or glucose instead of sodium chloride) were detected at 57.1%. Knowledge improved from 60.3% to 94.1% (p < 0.001) and certainty from 75.3% to 98.8% (p < 0.001). Participants appreciated this non-judgmental, informative, and original training (satisfaction 95.7%). Some pointed out difficulties settling into the game quickly and visualising static and dynamic errors simultaneously. Conclusion This ROE simulation improved operators’ knowledge and certainty. Longer-term testing should be done to measure knowledge retention over time.

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Simulation et compétences non techniques

Cited by 5 publications

References 33 publications

Long-term retention assessment after simulation-based-training of pediatric procedural skills among adult emergency physicians: a multicenter observational study

Long-term retention assessment after simulation-based-training of pediatric procedural skills among adult emergency physicians: a multicenter observational study

Early introduction of simulation in the medical curriculum: the MedInTo perspective

A room of errors simulation to improve pharmacy operators’ knowledge of cytotoxic drug production

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