Background: Short educational programmes are important in building global anaesthesia workforce capacity. The Vital Anaesthesia Simulation Training (VAST) course is a 3-day immersive simulation-based programme concentrating on core clinical challenges and non-technical skills required by anaesthesia providers in low-resource settings.Methods: This mixed methods study prospectively evaluated the impact of VAST in Rwanda. Anaesthetists' Non-Technical Skills (ANTS) scores were quantitatively assessed for 30 course participants at three time points (pre-, post-, and 4 months after VAST). Qualitative data were gathered during focus groups (4 months after VAST) to learn of participants' experiences implementing new knowledge into clinical practice. Results: The ANTS total scores improved from pre-(11.0 [2.3]) (mean [standard deviation]) to post-test (14.0 [1.6]), and improvements were maintained at retention (14.2 [1.7]). A similar pattern was observed when data were analysed using the four ANTS categories (all P<0.001). The key theme that emerged during focus group discussions was that the use of cognitive aids and clinical algorithms, repeated and reinforced across simulated scenarios, encouraged a systematic approach to patient care. The participants attributed the systematic approach to improving their problem-solving skills and confidence, particularly during emergencies. They found value in well-functioning teams and shared decision-making. After VAST, the participants described empowerment to advocate for better patient care and system improvement. Conclusions: VAST offers a simulation-based training to anaesthesia providers working in low-resource settings. Skills retention and self-reported application of learning into the workplace reflect the scope of impact of this training.

Reviewsaccompanied with intense meta-analytic research and statistical data, a clearer understanding of the issues discussed is presented. It unravels the process of assessment, treatment planning, implementation, and program evaluation associated with behavioural and cognitive psychotherapies.With the prominence of an inclusive form of education in schools, the knowledge provided by this compilation -one that addresses special education, school psychology as well as clinical psychology -is an indeed welcome guide to schools in general and specifically to institutions with a special education system. This interdisciplinary approach eradicates an insular concept towards the abovementioned areas of psychology, and helps to better address the mental health needs of young individuals. It assists schools in improving their practice, to look into the active participation, achievement, and retention of marginalised students in an institution. The lack of existing literature in this area further illuminates the potential usefulness of this guide.

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