Simulation training in video-assisted urologic surgery

2006 ◽  
Vol 7 (2) ◽  
pp. 107-113 ◽  
Author(s):  
András Hoznek ◽  
Laurent Salomon ◽  
Alexandre de la Taille ◽  
René Yiou ◽  
Dimitrios Vordos ◽  
...  
2021 ◽  
pp. bmjstel-2021-000894
Author(s):  
Sinead Campbell ◽  
Sarah Corbett ◽  
Crina L Burlacu

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.


Simulation acts as a replication of components of a clinical situation and allows a learner to practice in an ‘artificial’ and controlled simulated environment with guided exposure. Feedback of the trainee’s performance during and after the simulation activity is an essential component of simulation training. The affective domain (how participants feel) is the most often neglected domain in higher education but can be used to assess the effect of a learning activity or intervention. Studies suggest participant satisfaction with, and perception of, simulation training was enhanced by video assisted feedback of their performance. Although studies have established a link between simulation training and stress/anxiety this association has not been investigated to determine whether VAF results in a beneficial level of stress and anxiety or a detrimental level.


2006 ◽  
Vol 175 (4S) ◽  
pp. 308-308
Author(s):  
Michael E. Moran ◽  
Michael Perrotti ◽  
Catherine Marsh
Keyword(s):  

2004 ◽  
Vol 171 (4S) ◽  
pp. 6-6
Author(s):  
Ioannis Varkarakis ◽  
Mohamad E. Allaf ◽  
Sam B. Bhayani ◽  
Takeshi Inagaki ◽  
Albert M. Ong ◽  
...  
Keyword(s):  

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