A novel simulation competition format as an effective instructional tool in post-graduate medical education

Ingrassia, Pier Luigi; Franc, Jeffrey Michael; Carenzo, Luca

doi:10.1186/s41077-018-0075-4

Cited by 10 publications

(9 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…All raters were simulation instructors with technical content and non-technical skills experience, were familiar users of the assessment tools and all had participated in a pre-event briefing regarding assessment procedures. A more in-depth description of the principles of the format, its educational rationale and the assessment tools used can be found in Ingrassia et al 25 The full list of simulation stations and scenarios can be found in Appendix S1. All score data amassed during SIMCUP were collected and processed using the stat59 system (www.stat59.com; Edmonton, AL, Canada).…”

Section: Performancementioning

confidence: 99%

Cognitive appraisals and team performance under stress: A simulation study

et al. 2020

Self Cite

View full text Add to dashboard Cite

Objectives The present study explored how challenge and threat responses to stress relate to performance, anxiety, confidence, team identity and team characteristics (time spent in training and postgraduate experience) in a medical simulation‐based team competition. Methods The study was conducted during a national simulation‐based training event for residents, the SIMCUP Italia 2018. The SIMCUP is a simulation competition in which teams of four compete in simulated medical emergency scenarios. Cross‐sectional data were collected prior to the 3 days of the competition. Subjects included 95 participants on 24 teams. Before the competition on each day, participants completed brief self‐report measures that assessed demands and resources (which underpin challenge and threat responses to stress), cognitive and somatic anxiety, self‐confidence and team identification. Participants also reported time (hours) spent practising as a team and years of postgraduate experience. A team of referees judged each scenario for performance and assigned a score. A linear mixed model using demands and resources was built to model performance. Results The data showed that both demands and resources have positive effects on performance (31 [11‐50.3] [P < .01] and 54 [25‐83.3] [P < .01] percentage points increase for unitary increases in demands and resources, respectively); however, this is balanced by a negative interaction between the two (demands * resources interaction coefficient = −10 [−16 to −4.2]). A high level of resources is associated with better performance until demands become very high. Cognitive and somatic anxieties were found to be correlated with demands (Pearson's r = .51 [P < .01] and Pearson's r = .48 [P < .01], respectively). Time spent training was associated with greater perceptions of resources (Pearson's r = .36 [P < .01]). Conclusions We describe a model of challenge and threat that allows for the estimation of performance according to perceived demands and resources, and the interaction between the two. Higher levels of resources and lower demands were associated with better performance.

show abstract

Section: Performancementioning

confidence: 99%

Cognitive appraisals and team performance under stress: A simulation study

et al. 2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…After completing the SimORL curriculum, participants referred significant improvement in self-confidence in several areas, including improvements in the diagnostics process (otoscopy and nasal endoscopy), general knowledge (anatomy), surgical procedures (suturing and tracheostomy) and complex clinical reasoning (management of common ENT emergencies). Previous studies suggest a correlation between actual proficiency and self-perceived competence [20][21][22] . The high rating in the SSES likely reflects a high-quality formative process including well-delivered expert debriefing with non-judgmental constructive approaches throughout the entire event and the application of theoretical reinforcements of key teaching points by tutors.…”

Section: Discussionmentioning

confidence: 94%

An innovative and safe way to train novice ear nose and throat residents through simulation: the SimORL experience

Dell’Era

Garzaro

Carenzo

et al. 2020

Acta Otorhinolaryngol Ital

Self Cite

View full text Add to dashboard Cite

Medical simulation enables trainees to learn procedural skills in a tailored, non-threatening, controlled environment that can provide feedback and educational experiences. The goals of this study are to describe the setup and execution of an educational intervention (SimORL) in Ear Nose and Throat (ENT) simulation, to report confidence in performing basic ENT procedures before and after the event and investigate whether participants would find it useful and educationally effective. SimORL was a two-day formative event held at SIMNOVA-Eastern Piedmont Simulation Centre, Italy. The event was open to ENT trainees from any Italian ENT training program; participants were divided into 5 teams and rotated around 10 different simulation stations over two days. Stations included: high-fidelity, skill trainer, computer based, wet lab and dissection. Stations were: virtual otoscopy (OtoSim ®), simulated clinical cases with high-fidelity mannequin (e.g. epistaxis) or standardised patients (e.g. vestibular neuronitis), robotic surgery (Da Vinci ®), human anatomy (zSPACE AIO ®), surgical tracheostomy (wet model), cadaveric sino-nasal endoscopy (wet model), crisis resource management (team exercise), surgical sutures (Limbs&Things SkinPad ®), surgical set station and team building exercises. Participants were asked to complete a pre-and post-test that queried previous experience and confidence using 10-item unanchored semantic scales. Results are presented as median (25-75 percentile). Satisfaction was assessed by a validated 5-item Likert Simulation Experience Scale (SSES). Twenty-three ENT trainees attended SimORL 2018. Only 3 participants reported limited previous simulation experience. Pre-post confidence significantly improved between before and after the event. Overall satisfaction with Simulation Experience Scale (SSES) was very high with a median of 4.5 of 5. Regarding simulation evaluation, the most appreciated station was nasal endoscopy (10/10), while the least appreciated was otoscopy (6/10). SimORL proved to be a highly rated and useful educational tool to improve junior ENT trainees' confidence in performing basic ENT procedures.

show abstract

“…VAS is an interesting tool for self-assessment and identification of the learning needs in trainees 37 . In similar settings, it has been demonstrated that actual competence is correlated to the self-perceived competence 38 . In our study, VAS scores suggested that training improved novices' perception of both the execution of the maneuver and the detection of the saccade.…”

Section: Discussionmentioning

confidence: 98%

Effects of saccade delay, side of deficit, and training on detection of catch-up saccades during head-impulse test in virtual-reality-enhanced mannequin

Charlery-Adèle

Guigou

Ryard

et al. 2023

Sci Rep

View full text Add to dashboard Cite

In this study, a training simulator for the examination of dizzy patients based on a virtual-reality-enhanced mannequin (VREM) was developed to evaluate the detection of catch-up saccades during head impulse test (HIT) and the effect of training in VREM. For novices (n = 35), 2 trials were conducted before and after a training session. Experts (n = 7) were submitted to an evaluation session. In each trial, a left or a right horizontal canal deficit with an overt catch-up saccade (delay between 110 and 320 ms) was randomly presented. Participants scored the difficulty in performing the maneuver, in recognizing the saccades, and the self-confidence in the diagnosis using a visual analogue scale (VAS). Saccade delay significantly influenced the performance. Training significantly improved the sensitivity in the residents (69.1% before to 97.9% after the training, p < 0.001, Fisher's exact test, n = 560 tests), surpassing experts’ performances (p < 0.001, versus 87% in experts, Fisher's exact test). The specificity also increased to the expert level (78% before to 95% after the training, and 95% in experts, p < 0.001, Fisher’s exact test). The VAS showed a decrease difficulty to execute the HIT, with an increase in the confidence after training. VREM improved the HIT execution performance and the confidence in novice practitioners.

show abstract

A novel simulation competition format as an effective instructional tool in post-graduate medical education

Cited by 10 publications

References 41 publications

Cognitive appraisals and team performance under stress: A simulation study

Cognitive appraisals and team performance under stress: A simulation study

An innovative and safe way to train novice ear nose and throat residents through simulation: the SimORL experience

Effects of saccade delay, side of deficit, and training on detection of catch-up saccades during head-impulse test in virtual-reality-enhanced mannequin

Contact Info

Product

Resources

About