Simulation-Based Training: Opportunities for the Acquisition of Unique Skills

2006 ◽  
Vol 8 (2) ◽  
pp. 84-87 ◽  
Keyword(s):  
Simulation Based ◽  
Training Opportunities

scholarly journals Reinstating a national simulation programme in anaesthesiology during the coronavirus pandemic

2021 ◽  
pp. bmjstel-2021-000894
Author(s):  
Sinead Campbell ◽  
Sarah Corbett ◽  
Crina L Burlacu
Keyword(s):  
Simulation Training ◽  
Online Video ◽  
Safety Measures ◽  
Face To Face ◽  
Video Assisted ◽  
Simulation Based ◽  
High Standards ◽  
Strongly Agree ◽  
Training Opportunities ◽  
Simulation Programme

BackgroundWith the introduction of strict public health measures due to the coronavirus pandemic, we have had to change how we deliver simulation training. In order to reinstate the College of Anaesthesiologists Simulation Training (CAST) programme safely, we have had to make significant logistical changes. We discuss the process of reopening a national simulation anaesthesiology programme during a pandemic.MethodsWe approached how to reinstate the programme with three distinct but intertwined projects, as in the following: (1) a survey of effects of the pandemic on training opportunities for anaesthesiology trainees, (2) proposals for methods of reinstating simulation were developed under the headings avoidance, compromise, accommodation and collaboration. A small online video-assisted simulation pilot was carried out to test the compromise method, (3) having opted for combined accommodation (onsite with smaller participant numbers and safety measures) and collaboration (with other regional centres), a postreinstatement evaluation during a 4-month period was carried out.Results(1) Eighty-five per cent of 64 trainees surveyed felt that they had missed out not only just on simulation-based education (43%) but also on other training opportunities, (2) when five trainees were asked to state on a 1 to 5 Likert scale (strongly disagree, disagree, undecided, agree and strongly agree) whether online video-assisted simulation was similar to face-to-face simulation in four categories (realism, immersion, sense of crisis and stress), only 9 (45%) of the 20 answers agreed they were similar, (3) When onsite simulation was reinstated, the majority of trainees felt that training was similar to prepandemic and were happy to continue with this format.ConclusionIn order to reinstate simulation, we have identified that accommodation and collaboration best suited the CAST while compromise failed to rank high among trainees’ preferences. Onsite courses will continue to be delivered safely while meeting the high standards our trainees have come to expect.

Tonsil tie simulator

2013 ◽  
Vol 127 (9) ◽  
pp. 924-926 ◽  
Author(s):  
J Duodu ◽  
T H J Lesser
Keyword(s):  
Blood Vessels ◽  
Low Pressure ◽  
Realistic Model ◽  
Surgical Skills ◽  
Operating Theatre ◽  
Active Bleeding ◽  
Surgical Trainee ◽  
Model And Simulation ◽  
Simulation Based ◽  
Training Opportunities

AbstractBackground:The surgical trainee has to acquire surgical skills in an era of reduced training hours and greater demands for efficient use of operating theatre time. Many surgical specialties are utilising model and simulation-based training to provide safe, low-pressure training opportunities for today's trainee.Method and results:This paper describes a simple, relatively inexpensive tonsillectomy model that enables the practice of tonsil removal and ligation of bleeding vessels. The model is beneficial for the patient, trainee and trainer.Conclusion:The pseudo mouth and active bleeding components of this model provide the trainee with a relatively inexpensive, realistic model with which to gain confidence and competence in the skill of ligating tonsillar blood vessels with a tonsil tie.

scholarly journals A Haptic Laparoscopic Trainer Based on Affine Velocity Analysis: Engineering and Preliminary Results

2020 ◽  
Author(s):  
Benjamin De Witte ◽  
Charles Barnouin ◽  
Richard Moreau ◽  
Arnaud Leleve ◽  
Xavier Martin ◽  
...  
Keyword(s):  
Haptic Feedback ◽  
Mean Value ◽  
Psychomotor Skills ◽  
Laparoscopic Skills ◽  
Skill Levels ◽  
Effective Learning ◽  
Simulation Based ◽  
Summative Feedback ◽  
Training Opportunities ◽  
Do So

Abstract Background: General agreement exists upon the importance of acquiring laparoscopic skills outside the operation room. During the past two decades, simulation-based training and simulators have been more extensively used in surgeons’ training. Nevertheless learning through simulation-based systems is hindered by several flaws. High-fidelity simulators are cost-prohibitive which limits training opportunities. Their use also elicits a high cognitive load. Low-fidelity simulators lack in haptic, direct and summative feedback. Our goal is to develop a new low fidelity simulator integrating effective learning features as a new assessment variable while limiting the associated costs. We also aim at assessing its primary validity. Methods: We engineered a low fidelity simulator for teaching basic laparoscopic skills taking into account psychomotor skills, direct and summative feedback and engineering key features (haptic feedback and complementary assessment variables). Afterward, 77 participants with 4 different surgical skill levels (17 experts; 12 intermediates; 28 inexperienced interns and 20 novices) tested the simulator. We checked the content validity using a 10 point Likert scale. We also assessed the simulator discriminative power by comparing the 4 groups’ performance over two sessions. To do so, we used 3 variables: time, number of errors (collisions) and affine velocity. Results: The content validation mean value score was 7.57/10. The statistical analysis yielded performance discrepancies on the selected variables among the groups (p<0.001). Conclusion: We developed an affordable and validated simulator for testing and learning basic laparoscopic skills. The results exhibit three levels of performance on the selected variables. Experts and intermediates outperformed the inexperienced interns who in turn outperformed the novices. Results show that the embedded evaluation variables are complimentary and provide realistic results. The inclusion of a new variable and, meanwhile, haptic, direct and summative feedback is innovative regarding low-fidelity simulators. Limitations and implementation conditions of the simulator in the surgical curricula are discussed.

scholarly journals Evaluating a simulation-based telecare training program for home healthcare professionals: A trainee perspective

2016 ◽  
Vol 7 (5) ◽  
pp. 76
Author(s):  
Veslemøy Guise ◽  
Siri Wiig
Keyword(s):  
Training Program ◽  
Healthcare Professionals ◽  
Healthcare Services ◽  
Home Healthcare ◽  
New Ways Of Working ◽  
Simulation Based ◽  
Virtual Visits ◽  
Field Notes ◽  
Group Interviews ◽  
Training Opportunities

Background: The provision and use of telecare services implies new ways of working for home healthcare staff. To gain the knowledge, skills and attitudes necessary for sound telecare practice, staff are in need of thorough training opportunities. Simulation has been suggested as a useful approach to prepare healthcare professionals for providing telecare services. The aim of this study was to test and evaluate a simulation-based telecare training program for qualified healthcare professionals and explore whether it met intended training objectives from the perspective of the trainees.Methods: A total of 14 healthcare professionals working in home healthcare services participated in up to two training sessions, each across two separate days. Data were collected by way of four tape-recorded focus group interviews and field notes from non-participant observations of eight simulation sessions, and were analysed by way of systematic text condensation.Results: The analysis resulted in seven categories addressing trainees’ experiences of partaking in simulated virtual visits; their perceptions of simulation-based telecare training; and their views on the main learning outcomes from the simulation-based training program in question.Conclusions: Simulation-based training provides trainees with realistic insight into the knowledge and skills required for new ways of working through telecare and can thus be a useful way of preparing healthcare professionals for the delivery of telecare services such as virtual home healthcare visits.

scholarly journals Simulation-based training improves polypectomy skills among practicing endoscopists

2021 ◽  
Vol 09 (11) ◽  
pp. E1633-E1639
Author(s):  
Ronak V. Patel ◽  
Jeffrey H. Barsuk ◽  
Elaine R. Cohen ◽  
Sachin B. Wani ◽  
Amit Rastogi ◽  
...  
Keyword(s):  
Care Center ◽  
Tertiary Care ◽  
Training Intervention ◽  
Procedural Skill ◽  
Tertiary Care Center ◽  
Simulation Environment ◽  
Global Competency ◽  
Simulation Based ◽  
Post Test ◽  
Training Opportunities

Abstract Background and study aims Practicing endoscopists have variable polypectomy skills during colonoscopy and limited training opportunities for improvement. Simulation-based training enhances procedural skill, but its impact on polypectomy is unclear. We developed a simulation-based polypectomy intervention to improve polypectomy competency. Methods All faculty endoscopists at our tertiary care center who perform colonoscopy with polypectomy were recruited for a simulation-based intervention assessing sessile and stalked polypectomy. Endoscopists removed five polyps in a simulation environment at pretest followed by a training intervention including a video, practice, and one-on-one feedback. Within 1–4 weeks, endoscopists removed five new simulated polyps at post-test. We used the Direct Observation of Polypectomy Skills (DOPyS) checklist for assessment, evaluating individual polypectomy skills, and global competency (scale: 1–4). Competency was defined as an average global competency score of ≥ 3. Results 83 % (29/35) of eligible endoscopists participated and 95 % (276/290) of planned polypectomies were completed. Only 17 % (5/29) of endoscopists had average global competency scores that were competent at pretest compared with 52 % (15/29) at post-test (P = 0.01). Of all completed polypectomies, the competent polypectomy rate significantly improved from pretest to post-test (55 % vs. 71 %; P < 0.01). This improvement was significant for sessile polypectomy (37 % vs. 65 %; P < 0.01) but not for stalked polypectomy (82 % vs. 80 %; P = 0.70). Conclusions Simulation-based training improved polypectomy skills among practicing endoscopists. Further studies are needed to assess the translation of simulation-based education to clinical practice.

Constraint-Directed Performance Measurement for Large Tactical Teams

2005 ◽  
Vol 49 (25) ◽  
pp. 2125-2129
Author(s):  
Jennifer Fowlkes ◽  
Jerry Owens ◽  
Corbin Hughes ◽  
Joan H. Johnston ◽  
Michael Stiso ◽  
...  
Keyword(s):  
Performance Measurement ◽  
Distributed Simulation ◽  
Development Program ◽  
Adaptive Performance ◽  
Simulation Based ◽  
Training Quality ◽  
Integrated Performance ◽  
The Military ◽  
Tactical Teams ◽  
Training Opportunities

Large tactical teams must demonstrate integrative performance as tens to thousands of operators perform within highly dynamic, complex, and unpredictable environments. The development of methods for capturing integrated performance and the achievement of team goals, while also allowing for and even embracing adaptive performance, is challenging. However, as Distributed Mission Training (DMT) systems continue to mature and are increasingly representative of important training opportunities in the military, diagnostic performance assessment systems are needed to ensure training quality. In this paper, we propose a methodological framework for team performance that is responsive to the performance measurement challenges found within DMT systems. The approach is illustrated within a U.S. Navy research and development program called Debriefing Distributed Simulation-Based Exercises (DDSBE).

Telepractice Training for Early Intervention with Children who are Deaf/Hard-of-Hearing

2016 ◽  
Vol 1 (9) ◽  
pp. 60-67
Author(s):  
Kristina M. Blaiser ◽  
Diane Behl
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Communication Disorders ◽  
Staff Support ◽  
Early Intervention Services ◽  
Part C ◽  
Training Courses ◽  
Part C Early Intervention ◽  
Training Opportunities

Telepractice is an increasingly popular service delivery model for serving individuals with communication disorders, particularly infants and toddlers who are Deaf/Hard-of-Hearing (DHH) served under Part C Early Intervention programs (Behl, Houston, & Stredler-Brown, 2012). Recent studies have demonstrated that telepractice is effective for providing children who are DHH and their families with access to high quality early intervention services (Behl et al., 2016; Blaiser, Behl, Callow-Heusser, & White, 2013). While telepractice has grown in popularity, there continues to be a lack of formalized training opportunities to help providers become more familiar with telepractice (Behl & Kahn, 2015). This paper outlines online training courses for providers, families, and administrators of programs for children who are DHH. Recommendations for follow up training and staff support are included.

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