SP212DEVELOPING A SIMULATION-BASED TRAINING PROGRAMME IN RENAL EMERGENCY MEDICINE FOR MEDICAL TRAINEES

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

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Feasible and effective use of a simulation-based curriculum for post-graduate emergency medicine trainees in India to improve learner self-efficacy, knowledge, and skills

International Journal of Emergency Medicine ◽

10.1186/s12245-021-00363-8 ◽

2021 ◽

Vol 14 (1) ◽

Author(s):

T. Ahluwalia ◽

S. Toy ◽

C. Gutierrez ◽

K. Boggs ◽

K. Douglass

Keyword(s):

Emergency Medicine ◽

Self Efficacy ◽

Pediatric Emergency ◽

Pediatric Care ◽

Procedural Skills ◽

Knowledge And Skills ◽

Post Graduate ◽

Pediatric Emergencies ◽

Simulation Based

Abstract Background Pediatric emergency medicine training is in its infancy in India. Simulation provides an educational avenue to equip trainees with the skills to improve pediatric care. We hypothesized that a simulation-based curriculum can improve Indian post-graduate emergency medicine (EM) trainees’ self-efficacy, knowledge, and skills in pediatric care. Methods We designed a simulation-based curriculum for management of common pediatric emergencies including sepsis, trauma, and respiratory illness and pediatric-specific procedures including vascular access and airway skills. Training included didactics, procedural skill stations, and simulation. Measures included a self-efficacy survey, knowledge test, skills checklist, and follow-up survey. Results were analyzed using the Wilcoxon signed-rank test and paired-samples t test. A 6-month follow-up survey was done to evaluate lasting effects of the intervention. Results Seventy residents from four academic hospitals in India participated. Trainees reported feeling significantly more confident, after training, in performing procedures, and managing pediatric emergencies (p < 0.001). After the simulation-based curriculum, trainees demonstrated an increase in medical knowledge of 19% (p < 0.01) and improvement in procedural skills from baseline to mastery of 18%, 20%, 16%, and 19% for intubation, bag-valve mask ventilation, intravenous access, and intraosseous access respectively (p < 0.01). At 6-month follow-up, self-efficacy in procedural skills and management of pediatric emergencies improved from baseline. Conclusions A simulation-based curriculum is an effective and sustainable way to improve Indian post-graduate EM trainees’ self-efficacy, knowledge, and skills in pediatric emergency care.

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A Modified Delphi Study to Prioritize Content for a Simulation‐based Pediatric Curriculum for Emergency Medicine Residency Training Programs

AEM Education and Training ◽

10.1002/aet2.10412 ◽

2019 ◽

Vol 4 (4) ◽

pp. 369-378

Author(s):

Jennifer Mitzman ◽

Ilana Bank ◽

Rebekah A. Burns ◽

Michael C. Nguyen ◽

Pavan Zaveri ◽

...

Keyword(s):

Emergency Medicine ◽

Residency Training ◽

Delphi Study ◽

Training Programs ◽

Modified Delphi ◽

Simulation Based

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Distributed Simulation as a modelling tool for the development of a simulation-based training programme for cardiovascular specialties

Advances in Simulation ◽

10.1186/s41077-017-0049-y ◽

2017 ◽

Vol 2 (1) ◽

Cited By ~ 1

Author(s):

Tanika Kelay ◽

Kah Leong Chan ◽

Emmanuel Ako ◽

Mohammad Yasin ◽

Charis Costopoulos ◽

...

Keyword(s):

Distributed Simulation ◽

Training Programme ◽

Simulation Based

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Approach to Geriatric Emergency Medicine: A Flipped Classroom Group Learning Exercise for Undergraduate Medical Trainees

Journal of Education and Teaching in Emergency Medicine ◽

10.5070/m542043476 ◽

2019 ◽

Vol 4 (2) ◽

Author(s):

Thom Ringer ◽

Tiahna Warkentin ◽

Vikas Patel ◽

Don Melady

Keyword(s):

Emergency Medicine ◽

Flipped Classroom ◽

Group Learning ◽

Medical Trainees ◽

Geriatric Emergency Medicine

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Simulation in Canadian postgraduate emergency medicine training – a national survey

CJEM ◽

10.1017/cem.2017.24 ◽

2017 ◽

Vol 20 (1) ◽

pp. 132-141 ◽

Cited By ~ 12

Author(s):

Evan Russell ◽

Andrew Koch Hall ◽

Carly Hagel ◽

Andrew Petrosoniak ◽

Jeffrey Damon Dagnone ◽

...

Keyword(s):

Emergency Medicine ◽

National Survey ◽

Simulation Training ◽

Survey Question ◽

Resident Participation ◽

Residency Programs ◽

Training Strategy ◽

Content Assessment ◽

Simulation Based ◽

National Organizations

AbstractObjectivesSimulation-based education (SBE) is an important training strategy in emergency medicine (EM) postgraduate programs. This study sought to characterize the use of simulation in FRCPC-EM residency programs across Canada.MethodsA national survey was administered to residents and knowledgeable program representatives (PRs) at all Canadian FRCPC-EM programs. Survey question themes included simulation program characteristics, the frequency of resident participation, the location and administration of SBE, institutional barriers, interprofessional involvement, content, assessment strategies, and attitudes about SBE.ResultsResident and PR response rates were 63% (203/321) and 100% (16/16), respectively. Residents reported a median of 20 (range 0–150) hours of annual simulation training, with 52% of residents indicating that the time dedicated to simulation training met their needs. PRs reported the frequency of SBE sessions ranging from weekly to every 6 months, with 15 (94%) programs having an established simulation curriculum. Two (13%) of the programs used simulation for resident assessment, although 15 (94%) of PRs indicated that they would be comfortable with simulation-based assessment. The most common PR-identified barriers to administering simulation were a lack of protected faculty time (75%) and a lack of faculty experience with simulation (56%). Interprofessional involvement in simulation was strongly valued by both residents and PRs.ConclusionsSBE is frequently used by Canadian FRCPC-EM residency programs. However, there exists considerable variability in the structure, frequency, and timing of simulation-based activities. As programs transition to competency-based medical education, national organizations and collaborations should consider the variability in how SBE is administered.

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Workload of learners during simulated paediatric cardiopulmonary resuscitation

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2020-000652 ◽

2020 ◽

pp. bmjstel-2020-000652

Author(s):

Ann L Young ◽

Cara B Doughty ◽

Kaitlin C Williamson ◽

Sharon K Won ◽

Marideth C Rus ◽

...

Keyword(s):

Emergency Medicine ◽

Cardiopulmonary Resuscitation ◽

Descriptive Study ◽

Emergency Nurses ◽

Physical Demand ◽

Task Load ◽

Mental Demand ◽

Simulation Based ◽

Workload Distribution ◽

Nasa Task Load Index

IntroductionLearner workload during simulated team-based resuscitations is not well understood. In this descriptive study, we measured the workload of learners in different team roles during simulated paediatric cardiopulmonary resuscitation.MethodsPaediatric emergency nurses and paediatric and emergency medicine residents formed teams of four to eight and randomised into roles to participate in simulation-based, paediatric resuscitation. Participant workload was measured using the NASA Task Load Index, which provides an average workload score (from 0 to 100) across six subscores: mental demand, physical demand, temporal demand, performance, frustration and mental effort. Workload is considered low if less than 40, moderate if between 40 and 60 and high if greater than 60.ResultsThere were 210 participants representing 40 simulation teams. 138 residents (66%) and 72 nurses (34%) participated. Team lead reported the highest workload at 65.2±10.0 (p=0.001), while the airway reported the lowest at 53.9±10.8 (p=0.001); team lead had higher scores for all subscores except physical demand. Team lead reported the highest mental demand (p<0.001), while airway reported the lowest. Cardiopulmonary resuscitation coach and first responder reported the highest physical demands (p<0.001), while team lead and nurse recorder reported the lowest (p<0.001).ConclusionsWorkload for learners in paediatric simulated resuscitation teams was moderate to high and varied significantly based on team role. Composition of workload varied significantly by team role. Measuring learner workload during simulated resuscitations allows improved processes and choreography to optimise workload distribution.

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