scholarly journals Simulator Training in Interventional Cardiology

2016 ◽  
Vol 11 (1) ◽  
pp. 70 ◽  
Author(s):  
Abhishek Joshi ◽  
◽  
◽  
Andrew Wragg
Keyword(s):  
Simulation Training ◽  
Human Factor ◽  
Interventional Cardiology ◽  
Technical Skills ◽  
Early Career ◽  
Simulator Training ◽  
Simulated Patients ◽  
Clear Link ◽  
Future Direction ◽  
National Training

Simulator training in interventional cardiology is becoming a central part of early career acquisition of technical and non-technical skills. Its use is now mandated by national training organisations. Haptic simulators, part-task trainers, immersive environments and simulated patients can provide benchmarked, reproducible and safe opportunities for trainees to develop without exposing patients to the learning curve. However, whilst enthusiasm persists and trainee-centred evidence has been encouraging, simulation does not yet have a clear link to improved clinical outcomes. In this article we describe the range of simulation options, review the evidence for their efficacy in training and discuss the delivery of training in technical skills as well as human factor training and crisis resource management. We also review the future direction and barriers to the progression of simulation training.

Simulator Training in Interventional Cardiology

2016 ◽  
Vol 11 (1) ◽  
pp. 70
Author(s):  
Abhishek Joshi ◽  
◽  
◽  
Andrew Wragg
Keyword(s):  
Simulation Training ◽  
Human Factor ◽  
Interventional Cardiology ◽  
Technical Skills ◽  
Early Career ◽  
Simulator Training ◽  
Simulated Patients ◽  
Clear Link ◽  
Future Direction ◽  
National Training

Simulator training in interventional cardiology is becoming a central part of early career acquisition of technical and non-technical skills. Its use is now mandated by national training organisations. Haptic simulators, part-task trainers, immersive environments and simulated patients can provide benchmarked, reproducible and safe opportunities for trainees to develop without exposing patients to the learning curve. However, whilst enthusiasm persists and trainee-centred evidence has been encouraging, simulation does not yet have a clear link to improved clinical outcomes. In this article we describe the range of simulation options, review the evidence for their efficacy in training and discuss the delivery of training in technical skills as well as human factor training and crisis resource management. We also review the future direction and barriers to the progression of simulation training.

scholarly journals Highlights from the Paediatric and Congenital Interventional Cardiology Early-Career Society (PICES) 2019 Activities

2020 ◽  
Vol 16 (1) ◽  
pp. 15-18
Author(s):  
Sebastian Góreczny ◽  
Sara Trucco ◽  
Sarosh Batlivala ◽  
Gurumurthy Hiremath ◽  
Wendy Whiteside ◽  
...  
Keyword(s):  
Interventional Cardiology ◽  
Early Career

scholarly journals Development and Pilot Validation of an Instrument Assessing Sensorimotor Skills for Percutaneous Gastral Puncture

2020 ◽  
pp. 1-7
Author(s):  
Monika Engelke ◽  
Karl Ernst Grund ◽  
Dieter Schilling ◽  
Ulrike Beilenhoff ◽  
Ferdinand Stebner ◽  
...  
Keyword(s):  
Content Validity ◽  
Technical Skills ◽  
Assessment Instrument ◽  
Simulator Training ◽  
Expert Assessment ◽  
Educational Training ◽  
Endoscopic Gastrostomy ◽  
Initial Item ◽  
Quasi Experimental ◽  
Sensorimotor Skills

<b><i>Introduction:</i></b> The acquisition of sensorimotor skills, so-called “technical skills”, plays an essential part in the professional and continuing educational training of medical and nursing staff. Facilities turn to simulator training to promote the safe and accurate performance of endoscopic examinations. Thus, this study aimed to develop and pilot-test a corresponding assessment instrument to monitor necessary sensorimotor or “technical” skills of the examiner for a safe percutaneous endoscopic gastrostomy (AS-PEG). <b><i>Materials and Methods:</i></b> Instrument development and pilot validation involved four stages: identification of potential items and initial draft of the AS-PEG; expert panel with 11 experts (content validity index [CVI] calculated); empirical validation using a quasi-experimental intervention on simulators; revision of the pilot AS-PEG taking expert assessment, and empirical testing into consideration. <b><i>Results:</i></b> The initial instrument yielded 13 categories and 44 items describing the PEG procedure. Experts rated 30 out of 44 items (68%) extremely or very important for the safety of the puncture of the stomach. Initial item-CVIs ranged from 0.00 to 1.00; scale-CVI was 0.61. Twenty-four trainees (7 physicians, 17 nurses) participated in the pilot simulation study. On average, 8:25 min were required for PEG placement (min–max 5:59–13:38 min, SD = 1:43). The revised AS-PEG version was reduced to 14 items with a range of the item CVI from 0.8 to 1.0, and a scale-CVI of 0.90. <b><i>Conclusion:</i></b> The AS-PEG instrument facilitates the evaluation of sensorimotor skills during percutaneous gastric puncture procedures within the context of PEG placement, across professions and without relating to the number of procedures previously performed. The instrument is economical and shows satisfying content validity.

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.

scholarly journals Staying connected during the COVID-19 pandemic: highlights from the Paediatric and Congenital Interventional Cardiology Early-Career Society (PICES) 2020 activities

2021 ◽  
Vol 17 (1) ◽  
pp. 1-5
Author(s):  
Sebastian Góreczny ◽  
Wendy Whiteside ◽  
Tacy Downing ◽  
Varun Aggarwal ◽  
Gurumurthy Hiremath ◽  
...  
Keyword(s):  
Interventional Cardiology ◽  
Early Career

Abstract W P317: Pan-London Simulation Training for Hyperacute Stroke

Stroke ◽  
2014 ◽  
Vol 45 (suppl_1) ◽  
Author(s):  
J Birns ◽  
P Jaye ◽  
A Roots ◽  
G Reedy ◽  
Alastair Ross
Keyword(s):  
Learning Outcomes ◽  
Health Care Professionals ◽  
Simulation Training ◽  
Emergency Situation ◽  
Technical Skills ◽  
Stroke Care ◽  
Training Programme ◽  
Management Decision ◽  
Structured Interviews ◽  
Hyperacute Stroke

Background: City-wide re-organisation of stroke care in London, incorporating 8 hyperacute stroke units (HASUs), has improved thrombolysis rates and survival cost-effectively. Continued staffing of HASUs requires stroke-specialist training to develop competencies for managing neurological emergencies. Simulation training provides an education platform for health care professionals to become immersed in realistic scenarios where outcome is dependent upon technical and non-technical skills. Methods: A standardised, curriculum-mapped, high-fidelity, simulation-training programme was developed on 4 HASUs for city-wide staff to attend. Learning outcomes included technical (acute stroke assessment/management) and non-technical skills (including time management/decision-making/teamwork). A mixed-methods evaluation approach was used to evaluate data from participants before, during, and after training. Results: Over a 2 year period, 152 HASU staff (70 medical; 82 nursing) participated. Quantitative analysis showed a pre/post-course increase in candidates’ ability to manage emergency stroke situations (t=6.6, p<0.001), leadership skills (t=6.7, p<0.001) and communication skills (t=3.7, p<0.001), more so in junior compared with senior clinicians. Simulation training was enjoyable (mean (SD) rating 5.7(2) on 7 point Likert scale), with higher ratings from doctors compared with nurses (t=3; p<0.01). Enjoyment correlated positively (r=0.853; p<0.001) and previous experience of simulation correlated negatively (r=-0.228; p<0.05) with relevance to clinical practice. Thematic analysis of post-course semi-structured interviews demonstrated 5 important learning outcomes (assertiveness; calling for help; situational awareness; teamwork; verbalising thoughts) and 3 main responses for transference to practice (general enthusiasm with no particular practical change; immediate recognition of an emergency situation providing recall of the course; reflective change). Conclusion: Simulation training may be effective in helping achieve HASU-specific learning outcomes and may be delivered in a standardised manner across multiple sites.

Humanities in Engineering Education

2012 ◽  
pp. 285-300 ◽  
Author(s):  
Maria Teresa Russo
Keyword(s):  
Engineering Education ◽  
Technical Progress ◽  
Human Factor ◽  
Technical Skills ◽  
History Of Technology ◽  
Human Society ◽  
Comprehensive Education ◽  
History Of ◽  
Deep Sense

The difficulty in defining who the engineer is, in our times, is due to the increasing complexity of technical progress, which seems endless. The engineer’s professionalism nowadays requires not only technical skills, but also a deep sense of responsibility towards human society and the environment. It is necessary to answer more adequately to this complexity by providing the engineer a more comprehensive education. The inclusion of Humanities in the curriculum of the Engineering Faculties—specifically that of Anthropology, Ethics, Literature, and History of Technology—is indispensable for regaining the human factor in technological questions and for educating responsible and competent professionals.

scholarly journals The role of simulation in burns education

2019 ◽  
Vol 80 (12) ◽  
pp. 716-719
Author(s):  
Jia Choong ◽  
Zhi Yong Tan
Keyword(s):  
Medical Education ◽  
Global Health ◽  
Simulation Training ◽  
Technical Skills ◽  
Safe Environment ◽  
Health Burden ◽  
Training Simulation ◽  
The Uk

Burns are devastating injuries which represent a significant global health burden. In the UK alone, it is estimated that 175 000 people suffer from burns injuries requiring hospital attention every year. The global treatment of burns can be improved through a more systematic team-based approach, which can be achieved through simulation training. Simulation has an increasingly important role in medical education, not only allowing practitioners to apply their knowledge in a controlled and safe environment, but also allowing them to gain technical and non-technical skills. This article explores the role of simulation as an important and effective tool for burns education worldwide.

Study on Application in the Teaching of Ship Maneuvering Simulator

2013 ◽  
Vol 310 ◽  
pp. 580-583
Author(s):  
Hao Ran Song
Keyword(s):  
Control System ◽  
Computer Technology ◽  
Simulation Training ◽  
Simulator Training ◽  
Shipping Industry ◽  
Ship Maneuvering ◽  
Ship Hydrodynamics ◽  
Ship Manoeuvring ◽  
And Training ◽  
Ship Handling

Ship handling Simulator system was dominated by computer technology, combined with disciplines such as ship hydrodynamics, to emulate a variety of sea and sea conditions, various types of ships and its control system, achieve the purpose of simulation training. At present, the ship manoeuvring Simulator in navigational teaching and training not only from the international shipping industry is generally acceptable, but also highly valued by the International Maritime Organization. Therefore, growing on ship manoeuvring Simulator in navigational teaching research on the application and training of the crew, ship maneuvering simulator training more rational, more realistic, more standardized.

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