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Brazil V, Purdy E, El Kheir A, Szabo RA. Faculty development for translational simulation: a qualitative study of current practice. Adv Simul (Lond) 2023; 8:25. [PMID: 37919820 PMCID: PMC10621189 DOI: 10.1186/s41077-023-00265-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 10/13/2023] [Indexed: 11/04/2023] Open
Abstract
BACKGROUND Translational simulation is focused directly on healthcare quality, safety, and systems. Effective translational simulation design and delivery may require knowledge and skills in areas like quality improvement and safety science. How translational simulation programs support their faculty to learn these skills is unknown. We aimed to explore current faculty development practices within translational simulation programs, and the rationale for the approaches taken. METHODS We used a qualitative approach to explore faculty development in translational simulation programs. We conducted semi-structured interviews with representatives who have leadership and/or faculty development responsibilities in these programs and performed a thematic analysis of the data. RESULTS Sixteen interviews were conducted with translational simulation program leaders from nine countries. We identified three themes in our exploration of translational simulation faculty development practices: (1) diverse content, (2) 'home-grown', informal processes, and (3) the influence of organisational context. Collaboration beyond the historical boundaries of the healthcare simulation community was an enabler across themes. CONCLUSION Leaders in translational simulation programs suggest a diverse array of knowledge and skills are important for translational simulation faculty and report a range of informal and formal approaches to the development of these skills. Many programs are early in the development of their approach to faculty development, and all are powerfully influenced by their context; the program aims, structure, and strategy.
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Affiliation(s)
- Victoria Brazil
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia.
| | - Eve Purdy
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia
| | - Alexander El Kheir
- Emergency Department, Gold Coast Hospital and Health Service, Gold Coast, QLD, Australia
| | - Rebecca A Szabo
- Melbourne Medical School, The University of Melbourne, Melbourne, VIC, Australia
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Gerard R, Makeeva V, Vey B, Cook TS, Nagy P, Filice RW, Wang KC, Balthazar P, Harri P, Safdar NM. Imaging Informatics Fellowship Curriculum: Building Consensus on the Most Critical Topics and the Future of the Informatics Fellowship. J Digit Imaging 2023; 36:1-10. [PMID: 36316619 PMCID: PMC9984571 DOI: 10.1007/s10278-022-00702-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Revised: 07/18/2022] [Accepted: 09/08/2022] [Indexed: 03/05/2023] Open
Abstract
The existing fellowship imaging informatics curriculum, established in 2004, has not undergone formal revision since its inception and inaccurately reflects present-day radiology infrastructure. It insufficiently equips trainees for today's informatics challenges as current practices require an understanding of advanced informatics processes and more complex system integration. We sought to address this issue by surveying imaging informatics fellowship program directors across the country to determine the components and cutline for essential topics in a standardized imaging informatics curriculum, the consensus on essential versus supplementary knowledge, and the factors individual programs may use to determine if a newly developed topic is an essential topic. We further identified typical program structural elements and sought fellowship director consensus on offering official graduate trainee certification to imaging informatics fellows. Here, we aim to provide an imaging informatics fellowship director consensus on topics considered essential while still providing a framework for informatics fellowship programs to customize their individual curricula.
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Affiliation(s)
- Roger Gerard
- Department of Radiology and Imaging Sciences, Emory University School of Medicine, NE Suite D112, 1364 Clifton Road, Atlanta, GA, 30322, USA.
| | - Valeria Makeeva
- Department of Radiology and Imaging Sciences, Emory University School of Medicine, NE Suite D112, 1364 Clifton Road, Atlanta, GA, 30322, USA
| | - Brianna Vey
- Department of Radiology and Imaging Sciences, Emory University School of Medicine, NE Suite D112, 1364 Clifton Road, Atlanta, GA, 30322, USA
| | - Tessa S Cook
- Department of Radiology, Ground Floor, Hospital of the University of Pennsylvania, 3400 Civic Center Boulevard Atrium, Philadelphia, PA, 19104, USA
| | - Paul Nagy
- Department of Radiology, Johns Hopkins University School of Medicine, 601 N. Caroline St., Room 4223, Baltimore, MD, USA
- Division of Health Science Informatics, Johns Hopkins University School of Public Health, 2024 East Monument St. S 1-200, Baltimore, MD, 21205, USA
| | - Ross W Filice
- Department of Radiology, Medstar Georgetown University Hospital, 3800 Reservoir Road, NW, Washington, DC, 20007, USA
| | - Kenneth C Wang
- Department of Diagnostic Radiology and Nuclear Medicine, Medical Center, University of Maryland, University of Maryland School of Medicine, 655 W. Baltimore Street, Baltimore, MD, 21201, USA
| | - Patricia Balthazar
- Department of Radiology and Imaging Sciences, Emory University School of Medicine, NE Suite D112, 1364 Clifton Road, Atlanta, GA, 30322, USA
| | - Peter Harri
- Department of Radiology and Imaging Sciences, Emory University School of Medicine, NE Suite D112, 1364 Clifton Road, Atlanta, GA, 30322, USA
| | - Nabile M Safdar
- Department of Radiology and Imaging Sciences, Emory University School of Medicine, NE Suite D112, 1364 Clifton Road, Atlanta, GA, 30322, USA
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Assessing Usability of Untethered Head-Mounted Displays for Medical Education: A Within-Person Randomized Trial. Simul Healthc 2023; 18:58-63. [PMID: 35093978 DOI: 10.1097/sih.0000000000000637] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
INTRODUCTION Recent meta-analyses have found immersive technology to be effective for training, yet there is limited research on user experience with head-mounted displays (HMDs) in the medical domain. If emerging immersive displays do not meet usability standards in the context of healthcare simulation, the technology may cause frustration or hinder learning outcomes. This is the first experimental comparison of usability in commercial untethered, "all-in-one" HMDs for healthcare simulation. METHODS The usability and comfort of three commercial untethered HMDs (Oculus Go, Oculus Quest, and Lenovo Mirage Solo) were tested using a randomized within-person design such that each headset was evaluated by all participants in a random sequence. During the experiment, participants (n = 9) interacted with a simulated healthcare environment in each headset and then responded to usability and comfort surveys. RESULTS All of the HMDs were rated as having higher than average usability compared with an industry benchmark scale, the System Usability Scale. Only one of the headsets had a usability rating in the highest range, which was significantly higher than the lowest rated headset ( P = 0.047, Cohen d = 0.901). In addition, feelings of discomfort with the headsets were low, and comfort ratings did not differ significantly between headsets ( P > 0.05). CONCLUSIONS Untethered HMDs had acceptable user experience ratings during a healthcare simulation task, but some headsets were rated higher on usability. Because usability is important for learner engagement and training outcomes, educators should confirm that immersive displays meet usability standards before implementation.
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O'Rourke J, Brown M, Elias ME, Podolej GS, Cardell A, Golden A, Gurevich-Gal R, Roszczynialski KN, Tayeb B, Wong N. A Scoping Literature Review of Simulation Training Program Curriculum Standards. Simul Healthc 2022; 17:264-269. [PMID: 34468420 DOI: 10.1097/sih.0000000000000606] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
SUMMARY STATEMENT Simulation educator training is well supported in the literature and endorsed by the Society of Simulation in Healthcare as well as the International Nursing Association for Clinical Simulation and Learning. Despite growth of domestic and international training programs, there is a lack of consensus regarding curriculum standards. Our aim was to identify core curricular components of comprehensive simulation training programs. A scoping literature review of all relevant publications from 2000 to 2020 was conducted using a 6-step design. A team of 10 multidisciplinary, international simulation educators independently reviewed all citations with discrepancies resolved by third-person review. Of the initial 320 identified unique publications, a total of 15 articles were included, all published within the last 6 years. Four themes were identified: domains (n = 6), competencies (n = 3), objectives (n = 8), and other characteristics (n = 3). The findings support a greater understanding of the core curricular content across simulation training programs to support standardization.
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Affiliation(s)
- Jenny O'Rourke
- From the Marcella Niehoff School of Nursing (J.O.), Loyola University Chicago, Chicago, IL; University of Alabama at Birmingham (M.B.), Birmingham, AL; VA Pittsburgh Healthcare System (M.E.E.), Pittsburgh, PA; University of Illinois College of Medicine at Peoria (G.S.P.), Peoria, IL; Maimonides Medical Center (A.C.), Brooklyn, NY; FIU Herbert Wertheim College of Medicine (A.G.), Miami, FL; Emergency Department (R.G.-G.), Soroka University Medical Centre, Beersheva, Israel; Department of Emergency Medicine (K.N.R.), Stanford University School of Medicine, Stanford, CA; Providence VA Medical Center (B.T.), Providence, RI; Anesthesiology and Critical Care Department (B.T.), King Abdulaziz University, Jeddah, Saudi Arabia; Stanford University (N.W.), Stanford, CA; and Veterans Health Administration (VHA) Simulation Learning, Education and Research Network (SimLEARN) (N.W.), Washington, DC
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Tayeb B, Dobiesz V, Pozner CN. Developing Consensus on Simulation Fellowship Requirements on the Path to Accreditation Council of Graduate Medical Education Accreditation. Simul Healthc 2022; 17:141-148. [PMID: 34319271 DOI: 10.1097/sih.0000000000000594] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
INTRODUCTION Nonaccredited simulation fellowships have multiplied resulting in fellowship differences. Standardization of fellowship content and requirements is needed, especially if accreditation is to be achieved. Simulation fellowship criteria were developed using expert consensus and the Accreditation Council for Graduate Medical Education requirements to frame the supporting pillars for accreditation. METHODS Core curricular components, subelements, and requirements for graduation were derived from a literature review and existing fellowship curricula. A modified Delphi process was performed to establish fellowship program content and requirements. A priori criteria for inclusion or exclusion were used during 3 iterative rounds. Experts could recommend items for inclusion. RESULTS Fourteen publications and 71 curricula were reviewed with 7 core curriculum components and 44 subelements identified for subsequent expert panel review. All core components were included by consensus: application of teaching and debriefing, business and leadership, curriculum development, educational theory, operational support, research, and assessment and evaluation. Thirty-eight subelements reached consensus. Graduation requirements included a research or scholarly project and a minimum number of debriefing activities, evaluation activities, original simulation curricula, skill-based teaching activities, scenario-based activities, and interprofessional education activities. The maximum number of clinical hours per week was 16 to 20. CONCLUSIONS Using a modified Delphi process, experts reached consensus on core curriculum components, subelements, graduation requirements, and maximum number of clinical hours to establish Accreditation Council for Graduate Medical Education accreditation criteria for a simulation standardization of simulation fellowships for physicians. Further work is needed to define other parameters including program infrastructure and assessment.
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Affiliation(s)
- Baraa Tayeb
- From the Department of Anesthesiology and Critical Care (B.T.), King Abdulaziz University Faculty of Medicine; Clinical Skills and Simulation Center (B.T.), King Abdulaziz University; King Abdulaziz University Hospital (B.T.), Jeddah, Saudi Arabia; Department of Emergency Medicine (V.D., C.N.P.), Harvard Medical School; and Neil and Elise Wallace STRATUS Center for Medical Simulation (V.D., C.N.P.), Brigham and Women's Hospital, Boston, MA
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Ahmed RA, Wong AH, Musits AN, Cardell A, Cassara M, Wong NL, Smith MK, Bajaj K, Meguerdichian M, Szyld D. Accreditation of Simulation Fellowships and Training Programs: More Checkboxes or Elevating the Field? Simul Healthc 2022; 17:120-130. [PMID: 34175883 DOI: 10.1097/sih.0000000000000593] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
SUMMARY STATEMENT As the field of healthcare simulation matures, formal accreditation for simulation fellowships and training programs has become increasingly available and touted as a solution to standardize the education of those specializing in healthcare simulation. Some simulation experts hold opposing views regarding the potential value of simulation fellowship program accreditation. We report on the proceedings of a spirited debate at the 20th International Meeting on Simulation in Healthcare in January 2020. Pro arguments view accreditation as the logical evolution of a maturing profession: improving training quality through standard setting, providing external validation for individual programs, and enhancing the program's return on investment. Con arguments view accreditation as an incompletely formulated construct; burdensome to the "financially strapped" fellowship director, misaligned with simulation fellows' needs and expectations, and confusing to administrators mistakenly equating accreditation with credentialing. In addition, opponents of accreditation postulate that incorporating curricular standards, practice guidelines, and strategies derived and implemented without rigor, supporting evidence and universal consensus is premature. This narrative review of our debate compares and contrasts contemporary perspectives on simulation fellowship program accreditation, concluding with formal recommendations for learners, administrators, sponsors, and accrediting bodies.
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Affiliation(s)
- Rami A Ahmed
- From the Division of Simulation (R.A.A.), Indiana University School of Medicine, Indianapolis, IN; Yale Center for Medical Simulation (A.H.W.), New Haven, CT; Lifespan Medical Simulation Center (A.N.M.), Warren Alpert Medical School of Brown University, Providence, RI; Department of Emergency Medicine (A.C.), Maimonides Medical Center, New York City; Donald and Barbara Zucker School of Medicine at Hofstra/Northwell (M.C.), Northwell EMSL Simulation Fellowship, Northwell Health Patient Safety Institute, Hempstead, NY; VHA SimLEARN (N.L.W.), Department of Emergency Medicine, Stanford University School of Medicine, Stanford, CA; Michigan State University Learning and Assessment Center (M.K.S.), East Lansing, MI; Department of Obstetrics and Gynecology (K.B.), Albert Einstein College of Medicine, Jacobi Medical Center, NYC H+H Simulation Center; Department of Emergency Medicine (M.M.), Harlem Hospital Center, Health +Hospitals, Columbia University, New York City, NY; and Institute for Medical Simulation (D.S.), Center for Medical Simulation, Harvard Medical School, Boston, MA
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Thatphet P, Rosen T, Kayarian F, Southerland L, McQuown CM, Dresden S, Liu SW. Impact of Geriatric Emergency Fellowship Training on the careers of Emergency Physicians. Cureus 2021; 13:e17903. [PMID: 34660099 PMCID: PMC8509112 DOI: 10.7759/cureus.17903] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/12/2021] [Indexed: 11/25/2022] Open
Abstract
Introduction The geriatric population continues to increase and will impact the emergency department (ED). Older adult patients require different care from other groups of patients. Hence, it is essential to create a workforce that specializes in geriatric emergency medicine (GEM). Geriatric emergency medicine fellowships were developed to serve this need. However, despite 20 years since the creation of GEM fellowships, it is not known how GEM fellowships have impacted the career of graduates of GEM fellowships. The goal of this study is to examine the impact of these geriatric emergency fellowship training programs on the career of geriatric emergency fellows. Methods We surveyed the emergency physicians who had graduated from GEM fellowship programs in the US and Canada by using a 36-question, web-based questionnaire. The survey was pilot-tested on five GEM experts, fellowship graduates, and a GEM fellowship director. Result We had a 68% survey completion rate, two partially answered the study. All participants reported that they continue to have GEM as a part of his/her career. More than half either received grants, published papers, helped establish GEM divisions or caring in their hospital, and worked beyond clinical work in the ED, including academic and administrative fields. More than 80% reported that their fellowship helped obtain their current positions and was helpful in career progression. Approximately two-thirds were satisfied with their current work/life balance. Conclusion The GEM fellowship training has been impactful in the careers of former GEM fellows and has contributed to many becoming leaders in GEM clinical service, administration, education, and research. It can serve as a stepping stone to a leadership position in a GEM career. Furthermore, our study demonstrates that GEM graduates report high levels of career and clinical satisfaction.
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Affiliation(s)
- Phraewa Thatphet
- Emergency Medicine, Massachusetts General Hospital, Boston, USA.,Emergency Medicine, Khon Kaen University, Khon Kaen, THA
| | - Tony Rosen
- Emergency Medicine, Weill Cornell Medical College, New York, USA
| | - Fae Kayarian
- Emergency Medicine, Massachusetts General Hospital, Boston, USA
| | - Lauren Southerland
- Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, USA
| | - Colleen M McQuown
- Department of Emergency Medicine, Louis Stokes Cleveland VA Medical Center, Cleveland, USA
| | - Scott Dresden
- Emergency Medicine, Northwestern University Feinberg School of Medicine, Chicago, USA
| | - Shan W Liu
- Emergency Medicine, Massachusetts General Hospital, Boston, USA
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Meguerdichian MJ, Bajaj K, Walker K. Fundamental underpinnings of simulation education: describing a four-component instructional design approach to healthcare simulation fellowships. Adv Simul (Lond) 2021; 6:18. [PMID: 33975648 PMCID: PMC8112024 DOI: 10.1186/s41077-021-00171-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Accepted: 04/29/2021] [Indexed: 11/12/2022] Open
Abstract
Although in 2020, there are more than 120 healthcare simulation fellowships established globally, there is a paucity of literature on how to design fellowship programs most effectively, to equip graduates with the knowledge, skills, and attitudes of a competent simulation educator. Offering a systematic structure to approach simulation fellowship programmatic design may aid in better achieving program goals. In this manuscript, we present the application of the 4-component instructional design model as a blueprint to the development of Simulation Education Fellowships. We offer examples used at the NYC Health + Hospitals simulation fellowship to illustrate how the 4-component model informs fellowship program design which promotes the development of a simulation educator. This manuscript will provide a roadmap to designing curricula and assessment practices including self-reflective logbooks to focus the path toward achieving desired skills and shape future conversations around programmatic development.
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Affiliation(s)
- Michael J. Meguerdichian
- Department of Emergency Medicine, Harlem Hospital Center, NYC Health + Hospitals Simulation Center, Columbia University School of Medicine, New York, NY USA
- NYC Health + Hospitals Simulation Center, Bronx, NY USA
| | - Komal Bajaj
- NYC Health + Hospitals Simulation Center, Bronx, NY USA
- Quality & Safety, NYC Health + Hospitals/Jacobi, Albert Einstein School of Medicine, Bronx, NY USA
| | - Katie Walker
- NYC Health + Hospitals Simulation Center, Bronx, NY USA
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Sadler SJ, Yuki Ip HK, Kim E, Karekezi C, Robertson FC. Investing in the future: a call for strategies to empower and expand representation of women in neurosurgery worldwide. Neurosurg Focus 2021; 50:E8. [PMID: 33789242 DOI: 10.3171/2020.12.focus20963] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2020] [Accepted: 12/21/2020] [Indexed: 11/06/2022]
Abstract
As progress is gradually being made toward increased representation and retention of women in neurosurgery, the neurosurgical community should elevate effective efforts that may be driving positive change. Here, the authors describe explicit efforts by the neurosurgery community to empower and expand representation of women in neurosurgery, among which they identified four themes: 1) formal mentorship channels; 2) scholarships and awards; 3) training and exposure opportunities; and 4) infrastructural approaches. Ultimately, a data-driven approach is needed to improve representation and empowerment of women in neurosurgery and to best direct the neurosurgical community's efforts across the globe.
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Affiliation(s)
| | - Ho Kei Yuki Ip
- 2Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong
| | - Eliana Kim
- 3University of California, San Francisco School of Medicine, San Francisco, California
| | - Claire Karekezi
- 4Department of Neurosurgery, Rwanda Military Hospital, Kigali, Rwanda; and
| | - Faith C Robertson
- 5Department of Neurosurgery, Massachusetts General Hospital, Boston, Massachusetts
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Abstract
INTRODUCTION The simulation fellowship training community has commenced efforts toward the development of core curricular elements for healthcare simulation fellowships but has not deployed the same effort to create evaluation strategies to monitor fellows' progress. The authors present a current view of simulation fellowship assessment strategies, their relative validity evidence using Kane's theoretical framework, and consider new approaches for defining expertise after training. METHODS Fellowship directors in North America were surveyed to identify what competencies are being used by the simulation fellowship community to monitor fellows' progress. A follow-up survey was sent to further clarify which tools with published validity evidence were being applied by current programs. RESULTS Of the 61 programs contacted, 44 (72.1%) responded and completed the first survey. Of the 44 programs, 32 (72.7%) reported using some formal assessment of their fellows. The most commonly assessed skill was debriefing. Twenty-three (37.7%) of the 61 programs contacted responded to the secondary survey. These reported that the most common published tool used was the Debriefing Assessment for Simulation in Healthcare, with only a few other tools mentioned. CONCLUSIONS There is a paucity of tools with published validity evidence being used to monitor a fellow's progression. The authors agree that further research needs to focus on creating validated assessment tools to assist in refining fellowship training.
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Bentley S, Stapleton SN, Moschella PC, Ray JM, Zucker SM, Hernandez J, Rosenman ED, Wong AH. Barriers and Solutions to Advancing Emergency Medicine Simulation-based Research: A Call to Action. AEM EDUCATION AND TRAINING 2020; 4:S130-S139. [PMID: 32072117 PMCID: PMC7011408 DOI: 10.1002/aet2.10406] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Revised: 10/04/2019] [Accepted: 10/24/2019] [Indexed: 05/08/2023]
Abstract
Simulation technology has successfully improved patient safety and care quality through training and assessment of individuals, teams, and health care systems. Emergency medicine (EM) continues to be a leader and pioneer of simulation, including administration of simulation-based fellowships and training programs. However, EM simulation-based research has been limited by low rates of publication and poor methodologic rigor. The Society for Academic Emergency Medicine (SAEM) Simulation Academy is leading efforts to improve the quality of scholarship generated by the EM simulation community and to foster successful research careers for future generations of EM simulationists. Through a needs assessment survey of our membership and a year-long consensus-based approach, we identified two main clusters of barriers to simulation-based research: lack of protected time and dedicated resources and limited training and mentorship. As a result, we generated four position statements with implications for education, training, and research in EM simulation and as a call to action for the academic EM community. Recommendations include expansion of funding opportunities for simulation-based research, creation of multi-institutional simulation collaboratives, and development of mentorship and training pathways that promote rigor in design and methodology within EM simulation scholarship.
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Affiliation(s)
- Suzanne Bentley
- Departments of Emergency Medicine and Medical EducationIcahn School of Medicine at Mount SinaiNew YorkNY
- NYC Health + Hospital/ElmhurstElmhurstNY
| | | | | | - Jessica M. Ray
- Department of Emergency MedicineYale School of MedicineNew HavenCT
| | | | - Jessica Hernandez
- Department of Emergency MedicineUniversity of Texas Southwestern Medical CenterDallasTX
| | - Elizabeth D. Rosenman
- Department of Emergency MedicineUniversity of Washington School of MedicineSeattleWA
| | - Ambrose H. Wong
- Department of Emergency MedicineYale School of MedicineNew HavenCT
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Binotti M, Genoni G, Rizzollo S, De Luca M, Carenzo L, Monzani A, Ingrassia PL. Simulation-based medical training for paediatric residents in Italy: a nationwide survey. BMC MEDICAL EDUCATION 2019; 19:161. [PMID: 31113417 PMCID: PMC6529987 DOI: 10.1186/s12909-019-1581-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/20/2018] [Accepted: 04/26/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND A prompt start to an appropriate neonatal and paediatric resuscitation is critical to reduce mortality and morbidity. However, residents are rarely exposed to real emergency situations. Simulation-based medical training (SBMT) offers the opportunity to improve medical and non-technical skills in a controlled setting. This survey describes the availability and current use of SBMT by paediatric residents in Italy with the purpose of understanding residents' expectations regarding neonatal and paediatric emergency training, and identifying gaps and potential areas for future implementation. METHODS A survey was developed and distributed to Italian residents. SBMT was defined as any kind of training with a mannequin in a contextualised clinically realistic scenario. RESULTS The response rate was 14.4%, covering the 71% of Italian paediatric residency programmes. Among them, 88% stated that Out of the 274 residents, 88% stated that they received less than 5 h of SBMT during the past training year, with 66% not participating in any kind of simulation activity. In 62% of the programmes no simulation training facility was available to residents. Among those who received SBMT, 46% used it for procedures and skills, 30% for clinical scenarios, but only 24% of them reported a regular use for debriefing. Of the overall respondents, 93% were interested in receiving SBMT to improve decision-making abilities in complex medical situations, to improve technical/procedural skills, and to improve overall competency in neonatal and paediatric emergencies, including non-technical skills. The main barriers to the implementation of SBMT programmes in Italian paediatric residencies were: the lack of experts (57%), the lack of support from the school director (56%), the lack of organisation in planning simulation centre courses (42%) and the lack of teaching materials (42%). CONCLUSIONS This survey shows the scarce use of SBMT during paediatric training programmes in Italy and points out the main limitations to its diffusion. This is a call to action to develop organised SBMT during paediatric residency programs, to train qualified personnel, and to improve the quality of education and care in this field.
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Affiliation(s)
- Marco Binotti
- Neonatal and Paediatric Intensive Care Unit, Maggiore della Carità Hospital, Novara, Italy
- SIMNOVA, Interdepartmental Centre for Innovative Didactics and Simulation in Medicine and Health Professions, University of Piemonte Orientale, Novara, Italy
| | - Giulia Genoni
- Division of Paediatrics, Department of Health Sciences, University of Piemonte Orientale, Via Solaroli 17, 28100 Novara, Italy
| | - Stefano Rizzollo
- Division of Paediatrics, Department of Health Sciences, University of Piemonte Orientale, Via Solaroli 17, 28100 Novara, Italy
| | - Marco De Luca
- SIMMeyer, Anna Meyer Children’s University Hospital, Florence, Italy
| | - Luca Carenzo
- SIMNOVA, Interdepartmental Centre for Innovative Didactics and Simulation in Medicine and Health Professions, University of Piemonte Orientale, Novara, Italy
| | - Alice Monzani
- Division of Paediatrics, Department of Health Sciences, University of Piemonte Orientale, Via Solaroli 17, 28100 Novara, Italy
| | - Pier Luigi Ingrassia
- SIMNOVA, Interdepartmental Centre for Innovative Didactics and Simulation in Medicine and Health Professions, University of Piemonte Orientale, Novara, Italy
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