Surgical Resident Training Using Real-Time Simulation of Cardiopulmonary Bypass Physiology with Echocardiography

Martin, Jeremiah T.; Reda, Hassan; Dority, Jeremy S.; Zwischenberger, Joseph B.; Hassan, Zaki-Udin

doi:10.1016/j.jsurg.2011.05.019

Cited by 8 publications

(4 citation statements)

References 10 publications

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“…To that end, even a modest amount of simulation training has been demonstrated to significantly improve times to achieve defined emergent thoracotomy procedure milestones (1) in simulation studies with cardiac surgery trainees. The role of simulation in training for complex procedures is well studied in the medical literature (30-33) and has been shown to improve provider speed during other resuscitative procedures (34). As procedural simulation training devices become more widely available, we hope the results of investigations like ours may lead centers to consider simulation training as a potential means to improve outcomes.…”

Section: Discussionmentioning

confidence: 99%

The epidemiology of emergency department thoracotomy in a statewide trauma system: Does center volume matter?

Dumas¹,

Seamon

Smith

et al. 2018

J Trauma Acute Care Surg

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Section: Discussionmentioning

confidence: 99%

The epidemiology of emergency department thoracotomy in a statewide trauma system: Does center volume matter?

Dumas¹,

Seamon

Smith

et al. 2018

J Trauma Acute Care Surg

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“…72,126,[152][153][154][155][156][157][158][159][160][161] Learners' decision-making skills were assessed through OSCEs, 126,154,[156][157][158] and written tests. 72,152,153,155,159,161 Jozwiak et al 160 asked residents to perform bedside echo on ICU patients and graded their hemodynamic diagnosis and management plan. All studies found improvements in clinical decision making after POCUS curricula.…”

Section: Clinical Decision Makingmentioning

confidence: 99%

Teaching Point-of-Care Ultrasound in Medicine

Moses

Weng

Orchanian‐Cheff

et al. 2020

Can Journ Gen Int Med

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Point-of-care ultrasound (POCUS) is an important tool for diagnosis and management across medical specialties. This scoping review consolidates POCUS education literature, examining how curricula are developed, implemented, and assessed. We identify literature gaps, explore directions for further research, and provide recommendations for curriculum development, implementation, and improvement. MethodsWe conducted a scoping review per the framework outlined by Arksey & O’Malley. A systematic search of the MEDLINE, EMBASE, Cochrane, ERIC, Web of Science, and Scopus databases was conducted to identify published, English language literature, on POCUS education in undergraduate or graduate medical training.ResultsOf 6,164 articles identified, 421 were analyzed in depth. Curricular content included diverse diagnostic and therapeutic applications, varying significantly by specialty. Teaching modalities included in-person didactics (74%), human models (58%), simulation (33%), and web-based didactics (18%). Several studies showed better outcomes for structured vs. apprenticeship curricula, hands-on teaching vs. didactic lectures, and human models vs. simulators. Web-based didactics were as effective as in-person didactics and conveyed benefits in reusability, cost, and instructor time. Dedicated electives and boot-camps were identified as effective. Few curricula assessed knowledge retention (5%), clinical decision making (3%), learner behavior (12%), or patient outcomes (6%). ConclusionScholarly POCUS education literature is expanding. Curricular content varies and should be tailored to specialty needs. Structured curricula utilizing hands-on learning, electives, and boot-camps can enhance educational outcomes. Higher-level outcomes such as knowledge retention, clinical decision making, learner behavior, and patient outcomes, are lacking and should be a focus of further researchResumeL’échographie au point de service (POCUS) est un outil important pour le diagnostic et la gestion dans toutes les spécialités médicales. Cette étude de portée consolide la littérature éducative POCUS, en examinant comment les programmes d’enseignement sont élaborés, mis en œuvre et évalués. Nous identifions les lacunes de la littérature, explorons les directions à prendre pour des recherches plus approfondies et fournissons des recommandations pour le développement, la mise en œuvre et l’amélioration des programmes d’enseignement. MéthodesNous avons procédé à un examen de portée conformément au cadre défini par Arksey & O’Malley. Une recherche systématique dans les bases de données MEDLINE, EMBASE, Cochrane, ERIC, Web of Science et Scopus a été effectuée afin d’identifier les publications en langue anglaise sur l’enseignement POCUS dans le cadre de la formation médicale de premier ou de deuxième cycle. RésultatsSur les 6 164 articles identifiés, 421 ont fait l’objet d’une analyse approfondie. Le contenu des programmes d’études comprenait diverses applications diagnostiques et thérapeutiques, variant considérablement selon les spécialités. Les modalités d’enseignement comprenaient la didactique en personne (74 %), les modèles humains (58 %), la simulation (33 %) et la didactique basée sur le web (18 %). Plusieurs études ont montré de meilleurs résultats pour les programmes structurés par rapport aux programmes d’apprentissage, l’enseignement pratique par rapport aux cours magistraux didactiques, et les modèles humains par rapport aux simulateurs. La didactique basée sur le web était aussi efficace que la didactique en personne et présentait des avantages en termes de réutilisation, de coût et de temps de l’instructeur. Les cours optionnels et les camps d’entraînement ont été jugés efficaces. Peu de programmes ont évalué la rétention des connaissances (5 %), la prise de décision clinique (3 %), le comportement des apprenants (12 %) ou les résultats pour les patients (6 %). ConclusionLa littérature éducative POCUS est en pleine expansion. Le contenu des programmes d’études varie et doit être adapté aux besoins spécifiques. Des programmes structurés utilisant un apprentissage pratique, des cours optionnels et des camps d’entraînement peuvent améliorer les résultats scolaires. Des résultats de plus haut niveau, tels que la rétention des connaissances, la prise de décision clinique, le comportement de l’apprenant et les résultats pour le patient, font défaut et devraient faire l’objet de recherches plus approfondies.

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“…Simulators for patient examination (MES) training provide the possibility for physical care training, eg, respiratory gas exchange, intubation, and anesthesia delivery. 28 , 35 – 38 The typical simulators in this category predominantly consist of (full body) mannequins that have anatomical structures and simulate physiological functions such as respiration, and peripheral pulses (eg, Supplementary material: simulators 3 and 21).…”

Section: Resultsmentioning

confidence: 99%

“…Although it is possible that unvalidated simulators provide proper training, validity of a device is a condition to guarantee proper acquisition of psychomotor skills 1 , 6 , 7 – 9 , 18 and lack of validity brings the risk of acquisition of improper skills. 1 , 35 Secondly, a simulator that provides feedback independent of a professional supervisor, should have been validated to guarantee that the provided feedback is adequate and appropriate in real-life settings. 1 , 63 Thirdly, for reliable results of validity studies, proper study design is required.…”

Section: Discussionmentioning

confidence: 99%

How valid are commercially available medical simulators?

Stunt¹,

Wulms²,

Kerkhoffs³

et al. 2014

AMEP

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BackgroundSince simulators offer important advantages, they are increasingly used in medical education and medical skills training that require physical actions. A wide variety of simulators have become commercially available. It is of high importance that evidence is provided that training on these simulators can actually improve clinical performance on live patients. Therefore, the aim of this review is to determine the availability of different types of simulators and the evidence of their validation, to offer insight regarding which simulators are suitable to use in the clinical setting as a training modality.SummaryFour hundred and thirty-three commercially available simulators were found, from which 405 (94%) were physical models. One hundred and thirty validation studies evaluated 35 (8%) commercially available medical simulators for levels of validity ranging from face to predictive validity. Solely simulators that are used for surgical skills training were validated for the highest validity level (predictive validity). Twenty-four (37%) simulators that give objective feedback had been validated. Studies that tested more powerful levels of validity (concurrent and predictive validity) were methodologically stronger than studies that tested more elementary levels of validity (face, content, and construct validity).ConclusionNinety-three point five percent of the commercially available simulators are not known to be tested for validity. Although the importance of (a high level of) validation depends on the difficulty level of skills training and possible consequences when skills are insufficient, it is advisable for medical professionals, trainees, medical educators, and companies who manufacture medical simulators to critically judge the available medical simulators for proper validation. This way adequate, safe, and affordable medical psychomotor skills training can be achieved.

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Surgical Resident Training Using Real-Time Simulation of Cardiopulmonary Bypass Physiology with Echocardiography

Cited by 8 publications

References 10 publications

The epidemiology of emergency department thoracotomy in a statewide trauma system: Does center volume matter?

The epidemiology of emergency department thoracotomy in a statewide trauma system: Does center volume matter?

Teaching Point-of-Care Ultrasound in Medicine

How valid are commercially available medical simulators?

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