Consensus on technical procedures for simulation‐based training in anaesthesiology: A Delphi‐based general needs assessment

Object In recent years, dramatic changes in surgical education have increased interest in simulation-based training for complex surgical skills. This is particularly true for endoscopic third ventriculostomy (ETV), given the potential for serious intraoperative errors arising from surgical inexperience. However, prior to simulator development, a thorough assessment of training needs is essential to ensure development of educationally relevant platforms. The purpose of this study was to conduct a national needs assessment addressing specific goals of instruction, to guide development of simulation platforms, training curricula, and assessment metrics for ETV. Methods Canadian neurosurgeons performing ETV were invited to participate in a structured online questionnaire regarding the procedural steps for ETV, the frequency and significance of intraoperative errors committed while learning the technique, and simulation training modules of greatest potential educational benefit. Descriptive data analysis was completed for both quantitative and qualitative responses. Results Thirty-two (55.2%) of 58 surgeons completed the survey. All believed that virtual reality simulation training for ETV would be a valuable addition to clinical training. Selection of ventriculostomy site, navigation within the ventricles, and performance of the ventriculostomy ranked as the most important steps to simulate. Technically inadequate ventriculostomy and inappropriate fenestration site selection were ranked as the most frequent/significant errors. A standard ETV module was thought to be most beneficial for resident training. Conclusions To inform the development of a simulation-based training program for ETV, the authors have conducted a national needs assessment. The results provide valuable insight to inform key design elements necessary to construct an educationally relevant device and educational program.

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Exploring Surgeons' Perceptions of the Role of Simulation in Surgical Education: A Needs Assessment

Canadian Medical Education Journal ◽

10.36834/cmej.36547 ◽

2011 ◽

Vol 2 (2) ◽

pp. e44-e52

Author(s):

Marcia Clark ◽

Jonathan White ◽

Sharla King ◽

Mike Carbonaro

Keyword(s):

Needs Assessment ◽

Surgical Education ◽

Surgical Simulation ◽

Positive Impact ◽

Skills Training ◽

Simulation Based ◽

Survey Results ◽

Team Functioning ◽

Item Reliability

Introduction: The last two decades have seen the adoption of simulation-based surgical education in various disciplines. The current study’s goal was to perform a needs assessment using the results to inform future curricular planning and needs of surgeons and learners.Methods: A survey was distributed to 26 surgeon educators and interviews were conducted with 8 of these surgeons. Analysis of survey results included reliability and descriptive statistics. Interviews were analyzed for thematic content with a constant comparison technique, developing coding and categorization of themes.Results: The survey response rate was 81%. The inter-item reliability, according to Cronbach’s alpha was 0.81 with strongest agreement for statements related to learning new skills, training new residents and the positive impact on patient safety and learning. There was less strong agreement for maintenance of skills, improving team functioning and reducing teaching in the operating room. Interview results confirmed those themes from the survey and highlighted inconsistencies for identified perceived barriers and a focus on acquisition of skills only. Interview responses specified concerns with integrating simulation into existing curricula and the need for more evaluation as a robust educational strategy.Conclusion: The findings were summarized in four themes: 1) use of simulation, 2) integration into curriculum, 3) leadership, and 4) understanding gaps in simulation use. This study exemplifies a mixed-methods approach to planning a surgical simulation program through a general needs assessment.

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LO10: Faculty sim: a simulation-based continuing professional development curriculum for academic emergency physicians

CJEM ◽

10.1017/cem.2018.72 ◽

2018 ◽

Vol 20 (S1) ◽

pp. S10-S10

Author(s):

G. N. Mastoras ◽

W. J. Cheung ◽

A. Krywenky ◽

S. Addleman ◽

B. Weitzman ◽

...

Keyword(s):

Resource Management ◽

Needs Assessment ◽

Educational Needs ◽

Crisis Resource Management ◽

Emergency Physicians ◽

Management Skills ◽

High Stakes ◽

Simulation Based ◽

Crisis Resource Management Skills ◽

Comprehensive Curriculum

Introduction: Maintaining and enhancing competence in the breadth of Emergency Medicine (EM) is an ongoing challenge for all clinicians. In particular, resuscitative care in EM involves high-stakes clinical encounters that demand strong procedural skills, effective leadership, and up-to-date knowledge. However, Canadian emergency physicians are not required to complete any specific ongoing training for these encounters beyond general CPD requirements of professional colleges. Simulation-based medical education (SBME) is an effective modality for enhancing technical (e.g. procedural) and non-technical (i.e. Crisis Resource Management) skills in crisis situations, and has been embedded in undergraduate and postgraduate medical curricula worldwide. We present a novel comprehensive curriculum of simulation-based CPD designed specifically for academic emergency physicians (AEPs) at our centre. Methods: The curriculum development involved a departmental needs assessment survey, focus groups with AEPs, data from safety metrics and critical incidents, and consultations with senior departmental leadership. Institutional support was provided in the form of a $25,000 grant to fund a physician Program Lead, monthly session instructors, and simulation centre operating costs. Based on the results of the needs assessment, a two-year curriculum was mapped out and tailored to the available resources. Results: CPD simulation commenced in January 2017 and occurs monthly for three hours, immediately following departmental Grand Rounds to provide convenient scheduling. Our needs assessment identified two key types of educational needs: (1) Crisis Resource Management skills and (2) frequent practice of high-stakes critical care procedures (e.g. central lines). The first six months of implementation was dedicated to low-fidelity skills labs to facilitate the transition to SBME. After this, the program transitioned to a hybrid model involving two high-fidelity simulated resuscitations and one skills lab per session. Conclusion: We have introduced a comprehensive curriculum of ongoing simulation-based CPD in our department based on the educational needs of our AEPs. Key to our successful implementation has been support from educational and administrative leadership within our department. Ongoing challenges include securing adequate protected time from clinical duties for program facilitators and participants. Future work will include establishing permanent funding, CPD accreditation, and a formal program evaluation.

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Needs assessment to identify content for simulation-based curricula in emergency medicine

CJEM ◽

10.1017/cem.2019.413 ◽

2019 ◽

Vol 21 (6) ◽

Author(s):

Leizl Joy Nayahangan ◽

Lars Konge

Keyword(s):

Emergency Medicine ◽

Needs Assessment ◽

Simulation Based

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Identifying Technical Procedures in Pulmonary Medicine That Should Be Integrated in a Simulation-Based Curriculum: A National General Needs Assessment

Respiration ◽

10.1159/000446926 ◽

2016 ◽

Vol 91 (6) ◽

pp. 517-522 ◽

Cited By ~ 16

Author(s):

Leizl Joy Nayahangan ◽

Paul Frost Clementsen ◽

Charlotte Paltved ◽

Karen Gilboe Lindorff-Larsen ◽

Bjørn Ulrik Nielsen ◽

...

Keyword(s):

Needs Assessment ◽

Pulmonary Medicine ◽

Simulation Based

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Needs Assessment for Simulation Training for Prehospital Providers in Botswana

Prehospital and Disaster Medicine ◽

10.1017/s1049023x18001024 ◽

2018 ◽

Vol 33 (6) ◽

pp. 621-626 ◽

Cited By ~ 3

Author(s):

Nicolaus W. Glomb ◽

Adeola A. Kosoko ◽

Cara B. Doughty ◽

Marideth C. Rus ◽

Manish I. Shah ◽

...

Keyword(s):

Respiratory Distress ◽

Needs Assessment ◽

Health Care Providers ◽

Low Income ◽

Simulation Training ◽

Educational Needs ◽

Care Providers ◽

Publication Type ◽

Simulation Based ◽

Gastrointestinal Complaints

AbstractBackgroundIn June 2012, the Botswana Ministry of Health and Wellness (MOHW; Gaborone, Botswana) initiated a national Emergency Medical Services (EMS) system in response to significant morbidity and mortality associated with prehospital emergencies. The MOHW requested external expertise to train its developing workforce. Simulation-based training was planned to equip these health care providers with clinical knowledge, procedural skills, and communication techniques.ObjectiveThe objective of this study was to assess the educational needs of the pioneer Botswana MOHW EMS providers based on retrospective EMS logbook review and EMS provider feedback to guide development of a novel educational curriculum.MethodsData were abstracted from a representative sample of the Gaborone, Botswana MOHW EMS response log from 2013-2014 and were quantified into the five most common call types for both adults and children. Informal focus groups with health professionals and EMS staff, as well as surveys, were used to rank common response call types and self-perceived educational needs.ResultsBased on 1,506 calls, the most common adult response calls were for obstetric emergencies, altered mental status, gastrointestinal/abdominal pain, trauma, gynecological emergencies, and cardiovascular and respiratory distress-related emergencies. The most common pediatric response calls were for respiratory distress, gastrointestinal complaints/dehydration, trauma and musculoskeletal injuries, newborn delivery, seizures, and toxic ingestion/exposure. The EMS providers identified these same chief complaints as priorities for training using the qualitative approach. A locally relevant, simulation-based curriculum for the Botswana MOHW EMS system was developed and implemented based on these data.Conclusions: Trauma, respiratory distress, gastrointestinal complaints, and puerperal/perinatal emergencies were common conditions for all age groups. Other age-specific conditions were also identified as educational needs based on epidemiologic data and provider feedback. This needs assessment may be useful when designing locally relevant EMS curricula in other low-income and middle-income countries.GlombNW, KosokoAA, DoughtyCB, RusMC, ShahMI, CoxM, GalapiC, ParkesPS, KumarS, LabaB.Needs assessment for simulation training for prehospital providers in Botswana. Prehosp Disaster Med. 2018;33(6):621–626.

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