Needs assessment for simulation training in neuroendoscopy: a Canadian national survey

2013 ◽  
Vol 118 (2) ◽  
pp. 250-257 ◽  
Author(s):  
Faizal A. Haji ◽  
Adam Dubrowski ◽  
James Drake ◽  
Sandrine de Ribaupierre
Keyword(s):  
Needs Assessment ◽  
Clinical Training ◽  
Simulation Training ◽  
Resident Training ◽  
Third Ventriculostomy ◽  
Valuable Insight ◽  
Online Questionnaire ◽  
Design Elements ◽  
Simulation Based ◽  
And Performance

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.

scholarly journals The Effect of Simulation-based Training on Athletic Performances among Female Basketball Players

2021 ◽  
Vol 14 (1) ◽  
pp. 51-57
Author(s):  
Zahra Javanmardi ◽  
Maryam K. Jahromi ◽  
Mohammad Hemmatinafar ◽  
Beat Knechtle ◽  
Pantelis T. Nikolaidis
Keyword(s):  
Perceived Exertion ◽  
Simulation Training ◽  
Vertical Jump ◽  
Anaerobic Power ◽  
Control Group ◽  
Simulation Test ◽  
Basketball Players ◽  
Simulation Based ◽  
Before And After ◽  
And Performance

Background: The effectiveness of simulation-based training has been examined in various sports. However, considering the effect of gender and sport on training, it would be interesting to evaluate simulation-based training in female basketball. Objective: The purpose of the study was to examine the effect of simulation-based training on physical fitness and performance indices in female basketball players. Methods: Sixteen female semi-professional basketball players were randomly assigned to experimental (n=8; age, 25±2 years; weight, 62±9 kg; height, 167±8 cm) or control (n=8; age, 24±1 years; weight, 57±9 kg; height, 170±8 cm) groups. The experimental group participated in a six week basketball simulation training program including running with different speeds (jogging to sprinting), agility, jumping, and shuffling. Both groups performed the Cooper 12 min run, line drill, an adjusted T-test, 20 ms print, the Sargent vertical jump and basketball exercise simulation test before and after six weeks of the study period. Control and experimental groups performed typical basketball training, three times weekly. The overall training volume was similar for both groups. Results: The perceived exertion was higher in the simulation-based training than control (p<0.05) group. The findings of this study indicated a significant increase in VO2 max (p=0.001), anaerobic power (p=0.009), explosive leg strength (p=0.036), and total distance covered in basketball exercise simulation test (p=0.001) and decrease of the meantime of one round of basketball exercise simulation test (p=0.001) in the simulation training compared to the control group. Conclusion: Generally incorporation of the simulation-based training in conditioning programs is recommended for improving aerobic, anaerobic and leg explosive strength of basketball players.

Needs Assessment for Simulation Training for Prehospital Providers in Botswana

2018 ◽  
Vol 33 (6) ◽  
pp. 621-626 ◽  
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.

scholarly journals P100: A needs assessment to guide the development of multidisciplinary simulation-based modules relevant to emergency department nurses in Newfoundland and Labrador

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S100
Author(s):  
S. Smith ◽  
K. Bursey ◽  
M. Parsons
Keyword(s):  
Needs Assessment ◽  
Role Playing ◽  
Central Line ◽  
Willingness To Participate ◽  
Educational Approach ◽  
Team Cohesiveness ◽  
Clinical Encounters ◽  
Clinical Scenarios ◽  
Simulation Based ◽  
And Performance

Introduction: Efficient multidisciplinary team dynamics are crucial to the provision of optimal ED care. Physicians and nurses must use a collaborative approach to meet patient needs in this busy setting. This is especially important for high-acuity low-occurrence (HALO) procedures and clinical encounters. Simulation provides a safe environment where learning is enhanced through deliberate practice. Multidisciplinary participation in simulation-based education may augment team cohesiveness and performance. Methods: A web-based needs assessment survey was distributed to ED nurses, collecting information on demographics, opinions about simulation-based instruction and perceptions on the value of the proposed collaborative educational approach of the project. Experience and comfort with nursing roles in specific procedures (TV pacer, surgical airway, chest tube, central line, sedation) and clinical encounters (STEMI, CVA, sepsis, anaphylaxis, GI bleed) seen in the ED were also assessed. There were a number of suggestions for topics in addition to those listed. Responses will guide the collaborative development of simulation modules with nursing colleagues on desired topics. Results: 58/97 potential nurse participants from 2 urban ED's responded to the survey over an 8-week period, giving a response rate of 58.8%. 76% of respondents had less than 10 years of ED nursing experience, and 34.48% less than 5 years. Responses indicate limited familiarity with simulation-based education (SBE) on ED scenarios with 33.93% being not familiar; 55.36% somewhat familiar. Most prior simulation experience was with role-playing (82%) or low-fidelity setups (42%). Perceived benefit of SBE sessions was substantial (43.86%- very significant; 45.61%- significant). Most respondents had limited past exposure (22.81%- none; 64.91%- 1-5 sims). Similarly, there was little ongoing participation in SBE events with none in 43.64% and 40% just annually. For the 5 clinical scenarios, average responses were: Comfort with assisting 87.45%; Interest in further training 91.43%; Willingness to participate 94.13%. For the 5 procedures, averages were 36.35% (21.36% excluding sedation), 91.27%, 89.09%, respectively. Conclusion: Results indicate a low level of familiarity, experience and ongoing exposure with SBE relating to ED training and practice. Participants recognize the potential benefits of using simulation in a multidisciplinary educational setting and indicate a willingness to participate in collaborative teaching sessions.

scholarly journals Protocol for a randomised trial evaluating the effect of applying gamification to simulation-based endoscopy training

BMJ Open ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. e024134 ◽  
Author(s):  
Michael A Scaffidi ◽  
Rishad Khan ◽  
Catharine M Walsh ◽  
Matthew Pearl ◽  
Kathleen Winger ◽  
...  
Keyword(s):  
Game Design ◽  
Instructional Strategy ◽  
Simulation Training ◽  
Effective Means ◽  
Randomised Trial ◽  
Small Group Teaching ◽  
Design Elements ◽  
Endoscopy Training ◽  
Conventional Curriculum ◽  
Simulation Based

BackgroundSimulation-based training (SBT) provides a safe environment and effective means to enhance skills development. Simulation-based curricula have been developed for a number of procedures, including gastrointestinal endoscopy. Gamification, which is the application of game-design principles to non-game contexts, is an instructional strategy with potential to enhance learning. No studies have investigated the effects of a comprehensive gamification curriculum on the acquisition of endoscopic skills among novice endoscopists.Methods and analysisThirty-six novice endoscopists will be randomised to one of two endoscopy SBT curricula: (1) the Conventional Curriculum Group, in which participants will receive 6 hours of one-on-one simulation training augmented with expert feedback and interlaced with 4 hours of small group teaching on the theory of colonoscopy or (2) the Gamified Curriculum Group, in which participants will receive the same curriculum with integration of the following game-design elements: a leaderboard summarising participants’ performance, game narrative, achievement badges and rewards for top performance. In line with a progressive learning approach, simulation training for participants will progress from low to high complexity simulators, starting with a bench-top model and then moving to the EndoVR virtual reality simulator. Performance will be assessed at three points: pretraining, immediately post-training and 4–6 weeks after training. Assessments will take place on the simulator at all three time points and transfer of skills will be assessed during two clinical colonoscopies 4–6 weeks post-training. Mixed factorial ANOVAs will be used to determine if there is a performance difference between the two groups during simulated and clinical assessments.Ethics and disseminationEthical approval was obtained at St. Michael’s Hospital. Results of this trial will be submitted for presentation at academic meetings and for publication in a peer-reviewed journal.Trial registration numberNCT03176251.

The Perceptions of Nurse Educators regarding the use of High Fidelity Simulation in Nursing Education

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Viola Janse van Vuuren ◽  
Eunice Seekoe ◽  
Daniel Ter Goon
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Training ◽  
Nurse Educators ◽  
Teaching Staff ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Based ◽  
Nursing College ◽  
Faculty Shortages

Although nurse educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators causes frustration and anxiety. They struggle with how to include these tools particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. The aim of this study was to determine the perceptions of nurse educators regarding the use of high fidelity simulation (HFS) in nursing education at a South African private nursing college. A national survey of nurse educators and clinical training specialists was completed with 118 participants; however, only 79 completed the survey. The findings indicate that everyone is at the same level as far as technology readiness is concerned, however, it does not play a significant role in the use of HFS. These findings support the educators’ need for training to adequately prepare them to use simulation equipment. There is a need for further research to determine what other factors play a role in the use of HFS; and if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The findings of this study can be used as guidelines for other institutions to prepare their teaching staff in the use of HFS.

scholarly journals Reinstating a national simulation programme in anaesthesiology during the coronavirus pandemic

2021 ◽  
pp. bmjstel-2021-000894
Author(s):  
Sinead Campbell ◽  
Sarah Corbett ◽  
Crina L Burlacu
Keyword(s):  
Simulation Training ◽  
Online Video ◽  
Safety Measures ◽  
Face To Face ◽  
Video Assisted ◽  
Simulation Based ◽  
High Standards ◽  
Strongly Agree ◽  
Training Opportunities ◽  
Simulation Programme

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.

scholarly journals Importance-Performance Analysis of Health Perception among Korean Adolescents during the COVID-19 Pandemic

2021 ◽  
Vol 18 (3) ◽  
pp. 1280
Author(s):  
Seung-Man Lee ◽  
Wi-Young So ◽  
Hyun-Su Youn
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Performance Analysis ◽  
Health Perception ◽  
Good Work ◽  
Online Questionnaire ◽  
Actual Performance ◽  
Korean Adolescents ◽  
Control Dimension ◽  
And Performance

This study assessed the health perceptions of 333 Korean adolescents during the coronavirus disease (COVID-19) pandemic via an online questionnaire administered in October 2020, which queried the perceived importance and actual performance of health behaviors. The health perception scales used in the survey consists of the six dimensions of mental health, disease, physical activity, sleep, diet, and sanitary health. The data were primarily analyzed using paired sample t-test for analysis of difference and importance-performance analysis (IPA). The IPA results were presented in four quadrants—“keep up the good work,” “concentrate here,” “low priority,” and “possible overkill.” The results indicated that first, there was a positive relationship between the importance and performance of all the subdimensions of health perception. Second, sanitary healthcare was rated as being of the greatest importance and was performed most, while physical activity management was rated least important and performed least. Third, statistically significant differences were found between importance and performance for all items of mental health, disease, physical activity, sleep, and diet dimensions, and some differences were found for items assessing the hygiene control dimension. Fourth, in the two-dimensional IPA model, “sanitary health” and “disease” are in Quadrant I (keep up the good work); “mental health,” in Quadrant II (concentrate here); and “physical activity,” “sleep,” and “diet,” in Quadrant III (low priority). No components of healthcare were in Quadrant IV (possible overkill). Based on these results, we emphasize the importance of adolescent health education and discuss solutions to enhance the performance of healthcare activities.

Identifying technical skills and clinical procedures in surgery for a simulation-based curriculum: a national general needs assessment

2021 ◽  
Author(s):  
Rune Dall Jensen ◽  
Charlotte Paltved ◽  
Claudia Jaensch ◽  
Jesper Durup ◽  
Randi Beier-Holgersen ◽  
...  
Keyword(s):  
Needs Assessment ◽  
Technical Skills ◽  
Clinical Procedures ◽  
Simulation Based

scholarly journals Virtual Reality Technology and Remote Digital Application for Tele-Simulation and Global Medical Education: An Innovative Hybrid System for Clinical Training

2021 ◽  
pp. 104687812110082
Author(s):  
Omamah Almousa ◽  
Ruby Zhang ◽  
Meghan Dimma ◽  
Jieming Yao ◽  
Arden Allen ◽  
...  
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Real Time ◽  
Global Education ◽  
Clinical Training ◽  
Simulation Training ◽  
Virtual Space ◽  
Control Panel ◽  
Clinical Simulation ◽  
Clinical Scenarios

Objective. Although simulation-based medical education is fundamental for acquisition and maintenance of knowledge and skills; simulators are often located in urban centers and they are not easily accessible due to cost, time, and geographic constraints. Our objective is to develop a proof-of-concept innovative prototype using virtual reality (VR) technology for clinical tele simulation training to facilitate access and global academic collaborations. Methodology. Our project is a VR-based system using Oculus Quest as a standalone, portable, and wireless head-mounted device, along with a digital platform to deliver immersive clinical simulation sessions. Instructor’s control panel (ICP) application is designed to create VR-clinical scenarios remotely, live-stream sessions, communicate with learners and control VR-clinical training in real-time. Results. The Virtual Clinical Simulation (VCS) system offers realistic clinical training in virtual space that mimics hospital environments. Those VR clinical scenarios are customizable to suit the need, with high-fidelity lifelike characters designed to deliver interactive and immersive learning experience. The real-time connection and live-stream between ICP and VR-training system enables interactive academic learning and facilitates access to tele simulation training. Conclusions. VCS system provides innovative solutions to major challenges associated with conventional simulation training such as access, cost, personnel, and curriculum. VCS facilitates the delivery of academic and interactive clinical training that is similar to real-life settings. Tele-clinical simulation systems like VCS facilitate necessary academic-community partnerships, as well as global education network between resource-rich and low-income countries.

scholarly journals Implementing the transvaginal ultrasound simulation training (TRUSST) programme for obstetric registrars

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Sally Byford ◽  
Sarah Janssens ◽  
Rachel Cook
Keyword(s):  
Early Pregnancy ◽  
Confidence Level ◽  
Simulation Training ◽  
Systematic Approach ◽  
Transvaginal Ultrasound ◽  
Skills Training ◽  
Ultrasound Simulation ◽  
Learning Gap ◽  
Assessment Scores ◽  
Simulation Based

Abstract Background Transvaginal ultrasound (TVUS) training opportunities are limited due to its intimate nature; however, TVUS is an important component of early pregnancy assessment. Simulation can bridge this learning gap. Aim To describe and measure the effect of a transvaginal ultrasound simulation programme for obstetric registrars. Materials and methods The transvaginal ultrasound simulation training (TRUSST) curriculum consisted of supported practice using virtual reality transvaginal simulators (ScanTrainer, Medaphor) and communication skills training to assist obstetric registrars in obtaining required competencies to accurately and holistically care for women with early pregnancy complications. Trainee experience of live transvaginal scanning was evaluated with a questionnaire. Programme evaluation was by pre-post self-reported confidence level and objective pre-post training assessment using Objective Structured Assessment of Ultrasound Skills (OSAUS) and modified Royal Australian and New Zealand College of Obstetrics and Gynaecology assessment scores. Quantitative data was compared using paired t tests. Results Fifteen obstetric registrars completed the programme. Numbers of performed live transvaginal ultrasound by trainees were low. Participants reported an increase in confidence level in performing a TVUS following training: mean pre score 1.6/5, mean post score 3/5. Objective assessments improved significantly across both OSAUS and RANZCOG scores following training; mean improvement scores 7.6 points (95% CI 6.2–8.9, p < 0.05) and 32.5 (95% CI 26.4–38.6, p < 0.05) respectively. It was noted that scores for a systematic approach and documentation were most improved: 1.9 (95% CI 1.4–2.5, p < 0.05) and 2.1 (95% CI 1.5–2.7, p < 0.05) respectively. Conclusion The implementation of a simulation-based training curriculum resulted in improved confidence and ability in TVUS scanning, especially with regard to a systematic approach and documentation.

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