Comprehensive assessment of a nationwide simulation-based course for artificial life support

Puslecki, Mateusz; Dąbrowski, Marek; Ligowski, Marcin; Zakhary, Bishoy; Said, Ahmed; Ramanathan, Kollengode; Cooley, Elaine; Puślecki, Łukasz; Stefaniak, Sebastian; Ziemak, Piotr; Kiel-Puślecka, Ilona; Dąbrowska, Agata; Kłosiewicz, Tomasz; Sip, Maciej; Zalewski, Radosław; Ładzińska, Małgorzata; Mrówczyński, Wojciech; Ładziński, Piotr; Szlanga, Lidia; Baumgart, Konrad; Kupidlowski, P; Szarpak, Łukasz; Jemielity, Marek; Perek, Bartłomiej

doi:10.1371/journal.pone.0257162

Cited by 4 publications

(7 citation statements)

References 32 publications

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“…Twenty-two studies included didactics. Of these, 11% provided reading materials or written guides ( 27 , 32 , 38 , 50 ), and 11% provided online instruction ( 21 , 38 , 40 , 47 ). Multimedia was used infrequently, with video instruction in 11% ( 31 , 35 , 38 , 41 ), video-assisted simulation feedback in 8% ( 20 , 39 , 44 ), and augmented reality in 3% ( 40 ).…”

Section: Resultsmentioning

confidence: 99%

“…Thirteen studies targeted cognitive and psychomotor domains ( 17 – 19 , 33 – 36 , 43 , 46 – 48 , 50 , 51 ), and 2 studies addressed technical skills and behaviors ( 22 , 23 ). Twelve studies (33%) targeted all three domains ( 24 – 32 , 38 , 39 , 44 ).…”

Section: Resultsmentioning

confidence: 99%

“…For MERSQI scoring, “single group” referred to a cohort of ECMO providers assessed at the same time point. Ten studies examined single groups using cross-sectional or posttest only, and 14 studies incorporated pre-/posttesting ( 16 , 18 – 20 , 24 , 27 , 34 , 35 , 38 , 39 , 44 , 47 , 49 , 50 ). Fewer studies examined multiple cohorts, with five using two-group nonrandomized designs (e.g., case-control, cohort studies with two or more defined cohorts) ( 23 , 40 – 42 , 48 ) and four using randomized controlled designs ( 21 , 33 , 36 , 45 ).…”

Section: Resultsmentioning

confidence: 99%

“…MERSQI score outcomes are based on Kirkpatrick’s levels of learning evaluation ( Figure 2 ) ( 52 ). Eight studies reported learner reactions (level 1) ( 17 , 22 , 24 – 26 , 37 , 49 , 51 ), 19 reported knowledge/skill acquisition (level 2) ( 16 , 18 – 21 , 27 , 33 – 36 , 38 , 40 – 43 , 45 , 47 , 48 , 50 ), 2 reported behavioral changes (level 3) ( 23 , 39 ), and 4 reported patient/health care impact (level 4) ( 28 – 30 , 44 ).…”

Section: Resultsmentioning

confidence: 99%

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A Scoping Review and Appraisal of Extracorporeal Membrane Oxygenation Education Literature

Han¹,

Purkey

Kuo³

et al. 2022

ATS Scholar

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Background Despite a recent rise in publications describing extracorporeal membrane oxygenation (ECMO) education, the scope and quality of ECMO educational research and curricular assessments have not previously been evaluated. Objective The purposes of this study are 1 ) to categorize published ECMO educational scholarship according to Bloom’s educational domains, learner groups, and content delivery methods; 2 ) to assess ECMO educational scholarship quality; and 3 ) to identify areas of focus for future curricular development and educational research. Methods A multidisciplinary research team conducted a scoping review of ECMO literature published between January 2009 and October 2021 using established frameworks. The Medical Education Research Study Quality Instrument (MERSQI) was applied to assess quality. Results A total of 1,028 references were retrieved; 36 were selected for review. ECMO education studies frequently targeted the cognitive domain (78%), with 17% of studies targeting the psychomotor domain alone and 33% of studies targeting combinations of the cognitive, psychomotor, and affective domains. Thirty-three studies qualified for MERSQI scoring, with a median score of 11 (interquartile range, 4; possible range, 5–18). Simulation-based training was used in 97%, with 50% of studies targeting physicians and one other discipline. Conclusion ECMO education frequently incorporates simulation and spans all domains of Bloom’s taxonomy. Overall, MERSQI scores for ECMO education studies are similar to those for other simulation-based medical education studies. However, developing assessment tools with multisource validity evidence and conducting multienvironment studies would strengthen future work. The creation of a collaborative ECMO educational network would increase standardization and reproducibility in ECMO training, ultimately improving patient outcomes.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

A Scoping Review and Appraisal of Extracorporeal Membrane Oxygenation Education Literature

Han¹,

Purkey

Kuo³

et al. 2022

ATS Scholar

View full text Add to dashboard Cite

show abstract

“…The postgraduate education was formulated in a 3-day course, where 50% of the educational hours were implemented in the form of workshops and classes in simulated conditions, comprising 25 didactic hours spread over 3 days during a one-weekend meeting (1 month apart). All course details are presented in Table I and are similar to the objectives and scope of knowledge presented by Puslecki et al [ 12 ].…”

Section: Methodsmentioning

confidence: 99%

The importance of the development of extracorporeal life support simulation centres for improving skills and knowledge during the COVID-19 pandemic

Ziemak,

Dąbrowski,

Puślecki

et al. 2024

kitp

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Introduction: Despite increasing implementation of sophisticated and logistically challenging techniques to support patients in life-threatening conditions in the last years, there were no devoted education centres, especially in coronavirus pandemic. Aim: To assess the value of gaining evidence-based knowledge and improving the skills of physicians by means of simulation techniques in the safe use of extracorporeal technologies to support patients in the life-threatening conditions. Material and methods: In 2019, the National Education Centre for Artificial Life Support and Patient Safety and the frame program of the course of "Artificial Life Support with ECMO". was created. In years 2019-2023, we managed to organise 34 such courses for 405 physicians, which were additionally endorsed by ELSO (Extracorporeal Life Support Organisation). The physicians' cognitive, behavioural, and technical skills were evaluated before and after the courses. Results: The participants' gender was well balanced (54% men and 46% women). Most of them (mainly at the age between 31-40 years) presented more than 5 years of clinical experience, predominantly in anaesthesiology and intensive care (63%). Of note, 54% of them had no experience with ECMO application. In all detailed aspects of cognitive, behavioural, and technical assessment and knowledge scores, significant improvement was observed after the course. Conclusions: The development of a simulation-based education centre was found to be an invaluable achievement that enabled not only successful standardised training and testing of novel or previously accepted procedures, but also the upgrading of technical skills, even in the challenging COVID-19 pandemic period.

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Continuing professional development (CPD) for anesthetists: A systematic review

Petersen

Bray

Østergaard

2023

Acta Anaesthesiol Scand

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BackgroundIn accordance with the focus on patient safety and quality in healthcare, continuing professional development (CPD) has received increasing levels of attention as a means to ensure physicians maintain their clinical competencies and are fit to practice. There is some evidence of a beneficial effect of CPD, though few studies have evaluated its effect within anesthesia. The primary aim of this systematic review was to establish which CPD activities anesthetists are engaged in and their effectiveness. The secondary aim was to explore which methods are employed to evaluate anesthetists’ clinical performance.MethodsDatabases searched: Medline, Embase and Web of Science, in May 2023. Additional papers were identified through searching the references of included studies. Eligible studies included anesthetists, either exclusively or combined with other healthcare professionals, who underwent a learning activity or assessment method as part of a formalized CPD program or a stand‐alone activity. Non‐English language studies, non‐peer reviewed studies and studies published prior to 2000 were excluded. Eligible studies were quality assessed and narratively synthesized, with results presented as descriptive summaries.ResultsA total of 2112 studies were identified, of which 63 were eligible for inclusion, encompassing more than 137,518 participants. Studies were primarily of quantitative design and medium quality. Forty‐one studies reported outcomes of single learning activities, whilst 12 studies investigated different roles of assessment methods in CPD and ten studies evaluated CPD programs or combined CPD activities. A 36 of the 41 studies reported positive effects of single learning activities. Investigations of assessment methods revealed evidence of inadequate performance amongst anesthetists and a mixed effect of feedback. Positive attitudes and high levels of engagement were identified for CPD programs, with some evidence of a positive impact on patient/organizational outcomes.DiscussionAnesthetists are engaged in a variety of CPD activities, with evidence of high levels of satisfaction and a positive learning effect. However, the impact on clinical practice and patient outcomes remains unclear and the role of assessment is less well‐defined. There is a need for further, high‐quality studies, evaluating a broader range of outcomes, in order to identify which methods are most effective to train and assess specialists in anesthesia.

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Comprehensive assessment of a nationwide simulation-based course for artificial life support

Cited by 4 publications

References 32 publications

A Scoping Review and Appraisal of Extracorporeal Membrane Oxygenation Education Literature

A Scoping Review and Appraisal of Extracorporeal Membrane Oxygenation Education Literature

The importance of the development of extracorporeal life support simulation centres for improving skills and knowledge during the COVID-19 pandemic

Continuing professional development (CPD) for anesthetists: A systematic review

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