Competency Assessment

Shah, Anjan; DeMaría, Samuel; Goldberg, Andrew

doi:10.1007/978-3-030-26849-7_6

Cited by 1 publication

(2 citation statements)

References 44 publications

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“…Simulation represents a critical technique in the field of anesthesia both for educational and evaluative purposes. [1][2][3][4] The most common anesthesia simulations involve face-toface activities employing task trainers, "in-situ simulation" in actual operating rooms, and computer-driven electromechanical mannequins in mock operating rooms. 5 In recent years, screen-based simulation (SBS) using digital technology to represent patient scenarios on visual display units has played an escalating role in anesthesia education.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, while competency assessment in anesthesia largely has involved task trainers and MBS, assessment of critical thinking skills using SBS has been employed in the anesthesia resident selection process 17 and for purposes of maintenance of anesthesia board certification. 3 In this context, many anesthesia SBS platforms have integrated scoring systems (with instantaneous quantitative evaluation functions) that allow the learners' decision-making processes to be captured and tracked for evaluative purposes and to provide effective feedback, a quality important to successful teaching strategies. 9,10,13,18 The present study also seeks to understand whether such automated scoring can assist in identifying those students who perceive maximum value in synchronous online SBS.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Synchronous Screen-Based Simulation in Anesthesia Distance Education

Swerdlow¹,

Soelberg²,

Osborne-Smith³

2021

AMEP

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Purpose The aim of the present study was to evaluate the feasibility, acceptability, and utility of synchronous online screen-based simulation (SBS) in anesthesia education. Methods The investigational cohort consisted of 12 second-year nurse anesthesia students enrolled in a Doctor of Nursing Practice (DNP) program. Pairs of students worked with a single instructor online using the same SBS employing a cloud-based peer-to-peer platform and high-fidelity software involving a graphical avatar. During each session, the instructor initially manipulated the avatar through the software scenario with educational pauses to communicate learning content. Thereafter, students proceeded through the same SBS by stating their desired actions, which were then implemented by the instructor. At the conclusion of each session, students were evaluated by an integrated software scoring system, and thereafter they completed a questionnaire rating their distance SBS experience. Results Synchronous online SBS was performed in this manner without difficulty; it was accepted by students as a valuable adjunct to their in-person mannequin-based simulation (MBS) training; and it was perceived as a useful addition to their anesthesia education. Students identified significant value in the isolation of the cognitive component of learning by this teaching methodology. Lack of haptic learning, however, also was seen as a disadvantage of SBS compared to MBS. Students’ criticisms of SBS were largely unrelated to use of this technique with synchronous online education, but rather related to general limitations associated with SBS technology. There was a positive correlation between the students’ mean post-SBS rating and the automated SBS score (r = 0.832). Conclusion Synchronous online SBS can effectively supplement MBS in an anesthesia training program. Its major perceived advantage appears to be an ability to isolate and reinforce appropriate cognitive skills related to intraoperative care including crisis management. Students who had higher mean post-SBS ratings also had higher automated SBS scores.

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