EP.TU.657Scoping the role and content of a simulator-based endosim curriculum

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Catherine Eley ◽  
Neil Hawkes ◽  
Wyn Lewis
Keyword(s):  
Simulation Training ◽  
Technical Skills ◽  
Advisory Group ◽  
Practical Skill ◽  
Procedural Skills ◽  
Endoscopy Training ◽  
Simultaneous Acquisition ◽  
Training Delivery ◽  
And Training ◽  
Simulated Training

Abstract Background Endoscopy training requires simultaneous acquisition of practical skill and knowledge. Virtual reality Simulators, such as EndoSim (SurgicalScience), offer the opportunity to deconstruct a skill into fundamental components (1), to allow repetitive practice, and achievement of task-specific objectives. Trainees with the least endoscopy experience benefit most from early simulated training (2,3), supporting the introduction of a simulation curriculum into SPRINT: Structured PRogramme for INduction and Training, an existing initiative to improve endoscopy training delivery in Wales. (4) The aim of this study was to design a pilot simulator curriculum for the EndoSim (Surgical Science, Gothemberg) simulator. Methods A focus group completed all EndoSim modules. Each EndoSim exercise was cross-examined against the relevant DOPS tool “Direct Observation of Procedural Skill” used by the Joint Advisory Group for Endoscopy Training and Certification. Exercises were chosen that represented each DOPS domain to teach basic skills in endoscopy scope handling. Results 12 exercises were chosen. These exercises addressed the insertion and withdrawal, and visualisation components of the JAG DOPS tool. Pre-procedural skills, management of findings, post-procedural skills and endoscopic non-technical Skills (ENTS) are beyond the scope of this simulator and require additional taught sessions to provide the context for current simulation training. Discussion This is the first step in developing and refining appropriate exercises to inform the proposed curriculum. The next step will be validating the chosen exercises against expert benchmark performance.

scholarly journals Comparison of 3 Dilation and Evacuation Technical Skills Models

2013 ◽  
Vol 5 (4) ◽  
pp. 662-664 ◽  
Author(s):  
Maureen K. Baldwin ◽  
Julie Chor ◽  
Beatrice A. Chen ◽  
Alison B. Edelman ◽  
Jennefer Russo
Keyword(s):  
Patient Safety ◽  
Family Medicine ◽  
Simulation Training ◽  
Improve Patient Safety ◽  
Technical Skills ◽  
Training Model ◽  
Second Trimester ◽  
Fidelity Model ◽  
Improve Patient ◽  
And Training

Abstract Background Simulation training may improve patient safety, decrease trainer and trainee anxiety, and reduce the number of cases needed for competency. Complications associated with dilation and evacuation (D&E) have been directly related to provider skill level, yet no low-fidelity model has been formally described or evaluated in the literature for second-trimester D&E training. Objective We report physicians' assessments of the realism of 3 D&E models to establish a composite training model. Methods We surveyed experienced providers at 2 national conferences to evaluate 3 D&E models and rate each model's components on a Likert scale. Results Fifty-five obstetrics-gynecology and family medicine physicians completed the survey. Most respondents rated 4 components of 1 model as somewhat realistic or very realistic. The components rated highest were the fetal parts (82% [45 of 55]) and placenta (60% [30 of 50]). This model was rated as more likely to be used in training by 80% (43 of 54) of participants than the 2 other models, as rated by 28% (15 of 54) and 9% (5 of 54) of participants. Conclusions A model made from a plastic bottle containing a stuffed fabric form with detachable parts has tactile similarity to a D&E procedure and should be further developed for testing and training.

scholarly journals Improving safety and reducing error in endoscopy (ISREE): a survey of UK services

2020 ◽  
pp. flgastro-2020-101561
Author(s):  
Srivathsan Ravindran ◽  
Paul Bassett ◽  
Tim Shaw ◽  
Michael Dron ◽  
Raphael Broughton ◽  
...  
Keyword(s):  
Gastrointestinal Endoscopy ◽  
Response Rate ◽  
Technical Skills ◽  
Advisory Group ◽  
Effective Strategy ◽  
Regional Variability ◽  
Out Of Hours ◽  
Shared Learning ◽  
Patient Feedback ◽  
And Training

BackgroundThe Joint Advisory Group on Gastrointestinal Endoscopy (JAG) ‘Improving Safety and Reducing Error in Endoscopy’ (ISREE) strategy was developed in 2018. In line with the strategy, a survey was conducted within the JAG census in 2019 to gain further insights and understanding of key safety-related areas within UK endoscopy.MethodsQuestions were developed using the ISREE strategy as a guide and adapted by key JAG stakeholders. They were incorporated into the 2019 JAG census of UK endoscopy services. Quantitative and qualitative statistical methods were employed to analyse the results.ResultsThere was a 68% response rate. There was regional variability in the provision of out-of-hours GIB services (p<0.001). Across 1 month, 1535 incidents were reported across all services. There was a significantly higher proportion of reported incidents in acute services compared with others (p<0.001). Technical and training incidents were likely to be reported significantly differently to all other incident types. 74% of services have an endoscopy-specific sedation policy and 42% have a named sedation or anaesthetic lead for endoscopy. Services highlighted a desire for more anaesthetic-supported lists. Only 66% of services stated they have an effective strategy for supporting upskilling of endoscopists. Across acute services, 56% have access to human factors and endoscopic non-technical skills (ENTS) training. Patient feedback is used in several ways to improve services, develop training and promote shared learning among endoscopy users.ConclusionsThe census provides a benchmark for key safety-related characteristics of endoscopy services. These results have highlighted key areas to develop, guided by the ISREE strategy.

Capturing the non-technical skills of a technical skills trainer (NTS-TeST) during simulation

2021 ◽  
pp. 003693302110085
Author(s):  
Matthew Pears ◽  
Chandra Shekhar Biyani ◽  
Adrian D Joyce ◽  
Ken Spearpoint ◽  
Marina Yiasemidou ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Simulation Training ◽  
Correlation Coefficients ◽  
Technical Skills ◽  
Assessment Instrument ◽  
Modified Delphi ◽  
Simulation Session ◽  
Spearman’S Correlation ◽  
And Training

Objective To develop an assessment instrument that can be used as a comprehensive feedback record to convey to a trainer the non-technical aspects of skill acquisition and training. Methods The instrument was developed across three rounds. In Round 1, 6 endourological consultants undertook a modified Delphi process. Round 2 included 10 trainers who assessed each question’s relevance and practicability. Round 3 involved a pilot study with fifteen urology residents who participated in a technical skills simulation session with the incorporation of the instrument. We report the content, face, and construct validity, and the internal consistency of an NTS instrument for trainers. Results The instrument had a consistent and a high positive average for each of the 4 sections of the instrument, regardless of the type of user. Positive Spearman’s correlation coefficients (0.02 to .64) for content validity and Cronbach’s alpha (a = 0.70) indicated good validity and moderate reliability of the instrument. Conclusion We propose a novel NTS instrument for trainers during a simulation. This instrument can be used for benchmarking the quality of technical skills simulation training.

scholarly journals Restoring the real world records in Men’s swimming without high-tech swimsuits

2020 ◽  
Vol 16 (4) ◽  
pp. 291-300
Author(s):  
Zhenyu Gao ◽  
Yixing Li ◽  
Zhengxin Wang
Keyword(s):  
Real World ◽  
Technical Skills ◽  
High Tech ◽  
Training Methods ◽  
Strong Indication ◽  
The Real ◽  
The Past ◽  
Optimal Estimates ◽  
World Records ◽  
And Training

AbstractThe recently concluded 2019 World Swimming Championships was another major swimming competition that witnessed some great progresses achieved by human athletes in many events. However, some world records created 10 years ago back in the era of high-tech swimsuits remained untouched. With the advancements in technical skills and training methods in the past decade, the inability to break those world records is a strong indication that records with the swimsuit bonus cannot reflect the real progressions achieved by human athletes in history. Many swimming professionals and enthusiasts are eager to know a measure of the real world records had the high-tech swimsuits never been allowed. This paper attempts to restore the real world records in Men’s swimming without high-tech swimsuits by integrating various advanced methods in probabilistic modeling and optimization. Through the modeling and separation of swimsuit bias, natural improvement, and athletes’ intrinsic performance, the result of this paper provides the optimal estimates and the 95% confidence intervals for the real world records. The proposed methodology can also be applied to a variety of similar studies with multi-factor considerations.

Technical Skills Required in General Pediatric Practice

PEDIATRICS ◽  
1991 ◽  
Vol 88 (4) ◽  
pp. 670-673
Author(s):  
Thomas K. Oliver ◽  
Diane W. Butzin ◽  
Robert O. Guerin ◽  
Robert C. Brownlee
Keyword(s):  
Response Rate ◽  
Technical Skills ◽  
Program Directors ◽  
Pool Size ◽  
Pediatric Practice ◽  
Procedural Skills

Several years ago the American Board of Pediatrics developed a list of 101 technical procedures, which was sent to directors of accredited pediatric programs (N = 231). There was a 70% response and 72 of 101 procedures were considered necessary for residents to develop competency by at least 80% of the program directors. The list of 72 procedures was then sent to 500 randomly selected general pediatricians from a pool size of 10 304. The response rate was 35%. Forty-nine of the 72 procedures were considered necessary by 80% of those responding and one third of the skills (24 of 72) could be classified as absolutely necessary because more than 95% of practitioners considered them to be. Only 7 procedural skills were considered unnecessary by more than 50% of practitioners. It is suggested that program directors consider the 24 skills as ones that should be taught and competence in performing them be verified and recorded.

scholarly journals Technical skills and training of upper gastrointestinal endoscopy for new beginners

2015 ◽  
Vol 21 (3) ◽  
pp. 759 ◽  
Author(s):  
Seung-Hwa Lee ◽  
Young-Kyu Park ◽  
Sung-Min Cho ◽  
Joon-Koo Kang ◽  
Duck-Joo Lee
Keyword(s):  
Gastrointestinal Endoscopy ◽  
Technical Skills ◽  
Upper Gastrointestinal Endoscopy ◽  
And Training ◽  
Upper Gastrointestinal

scholarly journals Comprehensive Training Curricula for Minimally Invasive Surgery

2011 ◽  
Vol 3 (3) ◽  
pp. 293-298 ◽  
Author(s):  
Vanessa N Palter
Keyword(s):  
Minimally Invasive Surgery ◽  
Minimally Invasive ◽  
Operating Room ◽  
Invasive Surgery ◽  
Simulation Training ◽  
Technical Skills ◽  
Laboratory Simulation ◽  
Viable Systems ◽  
Skills Laboratory ◽  
Comprehensive Curriculum

Abstract Background The unique skill set required for minimally invasive surgery has in part contributed to a certain portion of surgical residency training transitioning from the operating room to the surgical skills laboratory. Simulation lends itself well as a method to shorten the learning curve for minimally invasive surgery by allowing trainees to practice the unique motor skills required for this type of surgery in a safe, structured environment. Although a significant amount of important work has been done to validate simulators as viable systems for teaching technical skills outside the operating room, the next step is to integrate simulation training into a comprehensive curriculum. Objectives This narrative review aims to synthesize the evidence and educational theories underlining curricula development for technical skills both in a broad context and specifically as it pertains to minimally invasive surgery. Findings The review highlights the critical aspects of simulation training, such as the effective provision of feedback, deliberate practice, training to proficiency, the opportunity to practice at varying levels of difficulty, and the inclusion of both cognitive teaching and hands-on training. In addition, frameworks for integrating simulation training into a comprehensive curriculum are described. Finally, existing curricula on both laparoscopic box trainers and virtual reality simulators are critically evaluated.

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