Advancing Simulation-Based Education in Pain Medicine

Singh, Naileshni; Nielsen, Alison A.; Copenhaver, David; Sheth, Samir; Li, Chin‐Shang; Fishman, Scott M.

doi:10.1093/pm/pnx344

Cited by 9 publications

(6 citation statements)

References 50 publications

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“…In the literature, there are studies stating that the curriculum related to pain management should be designed not only to focus on theoretical knowledge, but also support it with interview skills and pain assessment practices so that the knowledge will facilitate clinical practice (4,8,(20)(21)(22). GMP, which is applied in many medical schools in our country, is a program designed on the basis of communication skills and is supported and enriched with practices in which students acquire professional and examination skills, discuss ethical and professional values, make clinical visits, investigate the relationship between medicine and the humanities, and evaluate evidence-based medical studies (9).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of a Pain Identification and Treatment Training for Medical Students Based on the “Good Medical Practice” Framework

Atıcı

TÜRKYILMAZ²

2023

Acibadem Univ Saglik Bilim Derg

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Purpose: The aim of this study was to evaluate the effectiveness of a pain identification and treatment training program for medical students based on the “good medical practice” framework. Methods: A questionnaire was used to collect data from a total of 732 students who received the 3-day pain identification and treatment training held by the algology department between 2014 and 2021. The questionnaire included 8 questions about the definition of pain, types of pain, assessing pain, treatment methods and analgesic drugs. The students completed the questionnaire in person before training and 3 months after the training. A total of 732 pre-training and 230 post-training questionnaires were included in the analysis. Results: Correct response rates before and after the training, respectively, were 11.3%(n=83) and 77.4%(n=178) for knowing which nerve fibers conduct pain; 22.3%(n=163) and 74.8%(n=172) for knowing what “VAS” stands for; 76%(n=556) 90.4%(n=208) for giving correct examples of chronic pain; 6.3%(n=46) and 63.5%(n=146) for knowing what the World Health Organization’s analgesic ladder is; and 24.8%(n=178) and 87.7%(n=202) for giving correct examples of strong opioid analgesics (p

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Section: Discussionmentioning

confidence: 99%

Evaluation of a Pain Identification and Treatment Training for Medical Students Based on the “Good Medical Practice” Framework

Atıcı

TÜRKYILMAZ²

2023

Acibadem Univ Saglik Bilim Derg

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“…Simulated-based education is crucial for optimal patient treatment and became popular in the last few years [17,19]. In order to improve the treatment of patients suffering from pain, we established an intensive training course for students, who were interested in this topic and who wanted to increase their competence in interdisciplinary and multi-professional work.…”

Section: Discussionmentioning

confidence: 99%

“…In spite of the well-known effectiveness and importance of simulation-based education prior to hands-on practice, reliable data on this topic is still sparse and simulation-based learning is still not implemented as a major teaching method in medical schools in Germany [15][16][17][18]. ,…”

Section: Introductionmentioning

confidence: 99%

Improving competence and safety in pain medicine: a practical clinical teaching strategy for students combining simulation and bedside teaching

et al. 2021

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Background Pain is a devastating sensation and has to be treated immediately. Therefore, we developed a training program to improve the knowledge of medical students in the field of pain medicine. In the present study, the applicability and efficacy of this training program was tested. Methods Half of the students attended first a training with simulated patients (SP) followed by bedside teaching (Group 1). Group 2 performed the training programs in reverse order. The evaluation based on standardized questionnaires completed by students (self-assessment) and all students took part in two practical examinations after the learning interventions. Results This study included 35 students. The quality of the simulation was evaluated by the students with average grade 1.1 (1 = very good, 6 = very bad). The practical work on the ward with patients was rated with grade 1.4 of 6, the whole course with 1.1. Students of Group A were significantly better in the final examination (grade 1.7 vs. grade 2.2, p < 0.05). To rate the improvement of skills (self-assessment) we used a Likert Scale (1 = very certain, 5 = very uncertain). The following skills were similar in both groups and significantly better after the course: taking responsibility, expert knowledge, empathy, relationship building and communication. Conclusions Training with simulated patients in combination with small-group teaching at the bedside with real patients achieves a dramatic increase in student competence. Students prefer learning from the simulation before bedside teaching and propose to include simulation into the curricular teaching of pain medicine.

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“…Identify valid competency checks and feedback for participants 21 22 (ie, presurveys and postsurveys to look at differences in the success of crisis management presimulation and postsimulation training).…”

Section: Discussionmentioning

confidence: 99%

Simulation capacity building in rural Indian hospitals: a 1-year follow-up qualitative analysis

Sheshadri¹,

Wasserman

Peters

et al. 2020

BMJ Simul Technol Enhanc Learn

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IntroductionThe benefits of simulation-based medical training are well described. The most effective way to plant and scale simulation training in rural locations remains undescribed. We sought to plant simulation training programmes for anaesthesia emergencies in two rural Indian hospitals.MethodsTwo Indian consultant anaesthetists without experience in medical simulation underwent a 3-day course at the Boston Children’s Hospital’s (BCH) Simulator Program. They returned to their institutions and launched simulation programmes with an airway manikin and mock patient monitor. The 1-year experience was evaluated using individual, in-depth interviews of simulation facilitators. Three staff members (responsible for facilitating medical simulations over the prior year) at two rural hospitals in India were interviewed. None attended the BCH training; instead, they received on-the-job training from the BCH-trained, consultant anaesthetist colleagues.ResultsSuccesses included organisational adoption of simulation training with exercises 1 year after the initial BCH-training, increased interdisciplinary teamwork and improved clinical competency in managing emergencies. Barriers to effective, local implementation of simulation programmes fell into three categories: time required to run simulations, fixed and rigid roles, and variable resources. Thematic improvement requests were for standardised resources to help train simulation facilitators and demonstrate to participants a well-run simulation, in addition to context-sensitive scenarios.ConclusionAn in-person training of simulation facilitators to promote medical simulation programmes in rural hospitals produced ongoing simulation programmes 1 year later. In order to make these programmes sustainable, however, increased investment in developing simulation facilitators is required. In particular, simulation facilitators must be prepared to formally train other simulation facilitators, too.

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Advancing Simulation-Based Education in Pain Medicine

Abstract: Evaluation program. Samir Sheth has received travel support from St. Jude Medical and performs research with Boston Scientific. Naileshni Singh performs research with Boston Scientific. The remaining authors have no conflicts of interest to declare.

Cited by 9 publications

References 50 publications

Evaluation of a Pain Identification and Treatment Training for Medical Students Based on the “Good Medical Practice” Framework

Evaluation of a Pain Identification and Treatment Training for Medical Students Based on the “Good Medical Practice” Framework

Improving competence and safety in pain medicine: a practical clinical teaching strategy for students combining simulation and bedside teaching

Simulation capacity building in rural Indian hospitals: a 1-year follow-up qualitative analysis

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