Simulation technology for resuscitation training: A systematic review and meta-analysis

Mundell, William C.; Kennedy, Cassie C.; Szostek, Jason H.; Cook, David A.

doi:10.1016/j.resuscitation.2013.04.016

Cited by 206 publications

(139 citation statements)

References 75 publications

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“…1 However, some research has suggested that compared to self-instruction, instructor-led courses might improve retention. 21,22 Because the instructors are able to provide individualized feedback and instructions for participants at the appropriate times, to reinforce the effectiveness of self-learning, the quality of feedback devices should be improved. Consistent with the previous studies, 23,24 our study results suggest that it was more difficult to achieve an adequate chest compression depth compared to other indicators of quality chest compressions such as chest compression fractions, tempo, recoil, and hand position.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of a One‐minute Self‐retraining for Chest Compression‐only Cardiopulmonary Resuscitation: Randomized Controlled Trial

Nishiyama

Shimamoto

Kiyohara

et al. 2017

AEM Education and Training

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Objectives: Although cardiopulmonary resuscitation (CPR) skills decay after training, little is known about appropriate retraining methods. Our aim was to evaluate the effectiveness of a 1-minute self-retraining (with automated assessment and feedback) at 3 months after the initial 45-minute chest compression-only CPR training in a simulated randomized controlled trial.Methods: After the initial 45-minute chest compression-only CPR training, participants were randomly assigned to either a 1-minute self-retraining group or a control group. Three months after the initial training, the selfretraining group individually attended the 1-minute self-retraining with a self-training device. The participants' resuscitation skills were evaluated by a 2-minute case-based scenario test 6 months after the initial training. The primary outcome was the number of correct chest compressions with appropriate depth.Results: A total of 109 subjects participated in this study. With regard to the primary outcome, the number of chest compressions performed at the appropriate depth, there was not a statistically significant difference between groups (136. Conclusions: The 1-minute self-retraining program with hands-on practice appears to help preserve certain chest compression skills. Further efforts to provide methods to maintain CPR skills should be considered.A lthough early cardiopulmonary resuscitation (CPR) and shocks by bystanders are the keys to increase survival after sudden cardiac arrests, 1 the proportions of bystander CPR and automated external

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Section: Discussionmentioning

confidence: 99%

Effectiveness of a One‐minute Self‐retraining for Chest Compression‐only Cardiopulmonary Resuscitation: Randomized Controlled Trial

Nishiyama

Shimamoto

Kiyohara

et al. 2017

AEM Education and Training

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“…10 The early cardio-pulmonary resuscitation dolls are a simple but effective way of delivering the core elements of resuscitation training by providing a safe environment to practise and rehearse tasks, algorithms and also create opportunities to receive feedback on performance. [11][12][13] Simulation is a central part of resuscitation training and there is a large body of evidence to suggest that a number of metrics, from processes to patient outcomes, are positively affected through simulation of a simple, repeatable clinical scenario. 12 Simulated laparoscopic and endovascular surgery reproduce some of the technical skills in interventional cardiology, delivering the opportunity to simulate a complex, multi-step procedure, and using screen-based representations of the procedure rather than direct visualisation of the operative field.…”

Section: The Role Of Simulation In Other Medical Specialtiesmentioning

confidence: 99%

“…[11][12][13] Simulation is a central part of resuscitation training and there is a large body of evidence to suggest that a number of metrics, from processes to patient outcomes, are positively affected through simulation of a simple, repeatable clinical scenario. 12 Simulated laparoscopic and endovascular surgery reproduce some of the technical skills in interventional cardiology, delivering the opportunity to simulate a complex, multi-step procedure, and using screen-based representations of the procedure rather than direct visualisation of the operative field. Virtual reality simulators have been shown to improve patient outcomes in reallife laparoscopic surgery 14 and reduce procedural error.…”

Section: The Role Of Simulation In Other Medical Specialtiesmentioning

confidence: 99%

Simulator Training in Interventional Cardiology

Joshi¹,

Wragg²

2016

Interventional Cardiology Review

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Simulator training provides the opportunity to acquire and practise technical skills in a safe, controlled and reproducible environment without the risk of harming patients. Although there is no evidence to prove that patient outcomes are worse if trainees undertake interventional procedures, there is an inevitable concern that procedures may not be as safe or successful if undertaken by doctors in training. 1,2 Experiential training in the workplace exposes patients to the theoretical risks of the learning curve of trainees, especially in the radial era. 3 Further, as catheter laboratory (cath lab) scheduling time is precious, having trainees undertaking procedures that inevitably take longer can be difficult to justify when the focus is on lab efficiency. Simulator training has the potential to offer focussed training opportunities that allow both the time and space to develop interventional skills. 4 These skills can then be analysed and critiqued without any risk of patient harm or impact on the cath lab schedule.Enthusiasm for simulation training has increased dramatically over recent years because advances in technology have allowed the delivery of authentic simulated training opportunities.Despite a broad body of evidence supporting the use of simulation in medicine, there are still some concerns when this evidence is extrapolated to less studied specialties. 5 Simulation training enhances learning, especially when used alongside traditional, apprentice models of training, and it is now increasingly recognised in cardiology and interventional training programs. 6,7 In interventional cardiology the evidence and experience of simulation continues to grow, although presently there are no studies that have documented a positive effect on patient outcomes.As mentioned, many healthcare settings have restricted the weekly working hours for doctors in training due to an increasing demand on cath lab schedules. 8,9 Institutions are becoming risk averse and often limit training opportunities through fear that patient outcomes might be lowered when procedures are undertaken by doctors in training. 1These two factors reduce exposure to practical procedures thus weakening the skills and experience of future specialists. Experience is an essential component of becoming an independent operator.Solutions are therefore required to enhance and increase training opportunities and simulation is one of the most useful practical options. Supervised simulated training experiences away from the bedside in a controlled, authentic environment will allow trainees to explore and develop techniques and consolidate their learning without exposing patients to risk, as has been seen in other medical specialties. The Role of Simulation in Other Medical SpecialtiesSimulation is a long established form of medical training. 10 The early cardio-pulmonary resuscitation dolls are a simple but effective way of delivering the core elements of resuscitation training by providing a safe environment to practise and rehearse tasks, algorithms and al...

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“…1 Technology-enhanced simulation is beneficial in improving team dynamics during medical crises through practicing teamwork in a controlled, adaptable environment. 2 The merits of IPE using simulation have been shown to break down unhelpful social constructs of hierarchy and silo mentality in highstakes interprofessional situations, such as in operating rooms and during cardiac resuscitation. [3][4][5] Sepsis management is intrinsically interprofessional, with various health care providers involved at many levels.…”

Section: Rationalementioning

confidence: 99%

Interprofessional sepsis education module: a pilot study

Chung

Medina

Fox‐Robichaud

2015

CJEM

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Although there is an increasing emphasis on interprofessional collaboration for safer health care systems, there remains a paucity of opportunities for postgraduate trainees to engage in formal interprofessional education (IPE). Current opportunities for interprofessional learning, such as simulation sessions, typically do not provide true IPE because they often utilize actors or confederates as support staff, making residents the only stakeholders in the education experience.Here, we describe a flexible educational module designed to provide genuine IPE for physicians, nurses, and respiratory therapists. We outline how simulation, feedback, and group discussions can be used to teach interprofessional team communication, collaboration, and crew resource management skills-while, at the same time, also teaching a highly relevant medical topic (sepsis management) and thus resulting in learner engagement and motivation. RÉSUMÉCertes, on insiste de plus en plus sur la collaboration interprofessionnelle pour développer des systèmes de soins de santé plus sûrs, mais les possibilités de formation interprofessionnelle structurée (FIS) pour les stagiaires de cycles supérieurs se font rares. Les offres actuelles d'apprentissage interprofessionnel, par exemple les séances de simulation, ne constituent pas en général de véritable FIS étant donné que les responsables comptent souvent sur les services d'acteurs ou de compères pour agir comme personnel de soutien, ce qui fait des résidents les seuls intervenants actifs dans l'expérience de formation.Sera décrit ici un module de formation souple, conçu pour offrir aux médecins, au personnel infirmier et aux inhalothérapeutes une véritable FIS. Les auteurs montreront comment la simulation, les rétroactions et les discussions de groupe peuvent servir à l'enseignement de la communication et de la collaboration entre équipes professionnelles ainsi qu'à l'acquisition d'habiletés de gestion des ressources en équipe, tout en permettant l'étude d'un sujet médical très pertinent, soit la prise en charge de la sepsie, ce qui suscite intérêt et motivation des apprenants.

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Simulation technology for resuscitation training: A systematic review and meta-analysis

Cited by 206 publications

References 75 publications

Effectiveness of a One‐minute Self‐retraining for Chest Compression‐only Cardiopulmonary Resuscitation: Randomized Controlled Trial

Effectiveness of a One‐minute Self‐retraining for Chest Compression‐only Cardiopulmonary Resuscitation: Randomized Controlled Trial

Simulator Training in Interventional Cardiology

Interprofessional sepsis education module: a pilot study

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