Simulation in the Continuing Professional Development of Academic Emergency Physicians

Abstract

Introduction: Simulation is becoming a popular educational modality for physician continuing professional development (CPD). This study sought to characterize how simulation-based CPD (SBCPD) is being used in Canada and what academic emergency physicians (AEPs) desire in an SBCPD program. Methods: Two national surveys were conducted from March to June 2018. First, the SBCPD Needs Assessment Survey was administered online to all full-time AEPs across 9 Canadian academic emergency medicine (EM) sites. Second, the SBCPD Status Survey was administered by telephone to the department representatives (DRs)-simulation directors or equivalent-at 20 Canadian academic EM sites. Results: Response rates for the SBCPD Needs Assessment and the SBCPD Status Survey were 40% (252/635) and 100% (20/20) respectively. Sixty percent of Canadian academic EM sites reported using SBCPD, although only 30% reported dedicated funding support. Academic emergency physician responses demonstrated a median annual SBCPD of 3 hours. Reported incentivization for SBCPD participation varied with AEPs reporting less incentivization than DRs. Academic emergency physicians identified time commitments outside of shift, lack of opportunities, and lack of departmental funding as their top barriers to participation, whereas DRs thought AEPs fear of peer judgment and inexperience with simulation were substantial barriers. Content areas of interest for SBCPD were as follows: rare procedures, pediatric resuscitation, and neonatal resuscitation. Lastly, interprofessional involvement in SBCPD was valued by both DRs and AEPs. Conclusions: Simulation-based CPD programs are becoming common in Canadian academic EM sites. Our findings will guide program coordinators in addressing barriers to participation, selecting content, and determining the frequency of SBCPD events.

Interactive virtual cases for emergency medicine physicians during the COVID-19 pandemic

“…Comparatively, we estimate that our interactive virtual cases resulted in 40–50 distinct physicians completing online scenarios, and 15–25 participating in debriefs over a 9-month period, though exact numbers are unknown due to anonymous response collection. Previous studies have identified time limitations as a barrier to physician participation in simulation for continuing professional development [ 6 ]. Factors that likely contributed to our success in engaging participants include the focus on short scenarios (10–20 min), the flexibility to complete online cases anytime pre-debrief (44% were completed outside business hours and 15% overnight), and strategic topic selection involving rare scenarios and new/controversial guidelines.…”

Rapid deployment of a virtual simulation curriculum to prepare for critical care triage during the COVID-19 pandemic

“…Simulation is an effective modality for health professions education [ 1 ] and in recent years has emerged as an important tool in Emergency Medicine for knowledge dissemination [ 2 , 3 ], system design [ 4 – 6 ], quality improvement [ 7 , 8 ], and continuing professional development [ 9 – 11 ]. Simulation offers, through deliberate practice, coaching, and feedback, an opportunity for healthcare professionals to undertake mastery learning, improving downstream outcomes that contribute to safer patient care [ 12 , 13 ].…”

Virtual Patient Simulation in Continuing Education: Improving the Use of Guideline-Directed Care in Venous Thromboembolism Treatment

“…By 2016, an Aquifer (then MedU) collection of virtual patients was in use at approximately 75% (130) of those medical schools [14]. Furthermore, VPS is increasingly endorsed as an evidence-based, interactive learning format in continuing education for healthcare professionals [15].…”