Consensus on procedures to include in a simulation‐based curriculum in ophthalmology: a national Delphi study

Thomsen, Ann Sofia Skou; Cour, Morten la; Paltved, Charlotte; Lindorff-Larsen, Karen; Nielsen, Birthe V.; Konge, Lars; Nayahangan, Leizl Joy

doi:10.1111/aos.13700

Cited by 16 publications

(12 citation statements)

References 61 publications

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“…Eliminating this transition alone can free up significant time for other aspects of clinical learning and improve clinical efficiency. 5 Interestingly, our study showed that the correlation between the time of ophthalmology exposure during PGY-1 and a perceived improvement to the training experience of residents and preparedness for PGY-2 did not change for cut points beyond 12 weeks. Finally, the study inferred that the number of PGY-1 weeks of ophthalmology training did not appear to influence perception of preparedness for several other factors.…”

Section: Discussionmentioning

confidence: 56%

Exploring the Benefit of an Integrated Ophthalmology Internship (PGY-1)—Perceived Preparedness and the Recommended Duration of Training

et al. 2020

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Objective The effective utilization of intern training for ophthalmology residency is undermined by its variability across postgraduate programs. As residency programs shift toward integrating the first postgraduate year (PGY-1) into the ophthalmology-training curriculum, there are no definitive guidelines to build upon. Methods This is a retrospective cross-sectional study of new second postgraduate year (PGY-2) ophthalmology residents. Residents were surveyed in their first 2 months of ophthalmology training. Residents were asked to self-assess preparedness for ophthalmology based on their PGY-1 curriculum. A survey was composed and modified from the Accreditation Council for Graduate Medical Education's assessment of resident training. The Wilcoxon's rank-sum test was used to evaluate survey differences between the transitional year (TY) versus preliminary internal medicine (IM) year and compare survey responses between residents who were below versus above optimal cut points for weeks of ophthalmic training. Results There were 72 PGY-2 residents who responded to blinded surveys collected from July to August of 2017 and 2018. Thirty-nine (54%) residents graduated from a TY, 28 (39%) from preliminary IM, 3 (4%) from preliminary surgery, and 2 (3%) from a categorical ophthalmology year. Both categorical ophthalmology and surgery year were excluded from training year comparison due to low sample size. Using weeks of ophthalmology training as the control variable, there were significant increases in preparedness for addressing the ophthalmic complaint (p = 0.003) with at least 8 weeks of clinical ophthalmology, ability to perform ophthalmic exam (p = 0.018) with at least 12 weeks, ophthalmology medical knowledge (p = 0.005) with at least 10 weeks, and proficiency with hospital electronic health record (p = 0.003) with at least 12 weeks. Conclusion While our study did not find significant differences in perceived preparedness for ophthalmology residency based on the type of PGY-1 programs completed, there were statistically significant associations for specific ophthalmology tasks. These findings suggested a potential merit of integrating 12 weeks of clinical ophthalmology training as a benchmark for resident preparedness.

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Section: Discussionmentioning

confidence: 56%

Exploring the Benefit of an Integrated Ophthalmology Internship (PGY-1)—Perceived Preparedness and the Recommended Duration of Training

et al. 2020

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“…Overall, we had high response rates as seen in similar studies. [16][17][18][19][20][21][22] In relation to skills in ultrasound, we have noted above that a change in experience and practice might change ranking of ultrasound skills over time. This may also relate to other skills, both those included and not included in the current report, including views on what is feasible in paediatric skill training may thus change over time.…”

Section: Discussionmentioning

confidence: 99%

“…This method has been used to develop curricula for simulation-based training in various specialties. [16][17][18][19][20][21][22] The study was conducted from December 2017 to September 2018.…”

Section: Methodsmentioning

confidence: 99%

Identifying and prioritising technical procedures for simulation-based curriculum in paediatrics: a Delphi-based general needs assessment

Thim

Nayahangan

Paltved

et al. 2020

bmjpo

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ObjectivesTo identify and prioritise technical procedures that should be integrated in a curriculum of simulation-based procedural training in paediatrics using the Delphi method.Study designNational general needs assessment using a Delphi process was completed among 93 key opinion leaders in paediatrics in Denmark. Delphi round 1 identified technical procedures. Round 2 explored frequency of procedures, number of paediatricians performing the procedures, risks and/or discomfort for patients and feasibility for simulation-based training. Round 3 included final elimination and reprioritisation.ResultsResponse rates in the Delphi rounds were 73%, 71% and 72%. We identified 37 procedures in Delphi round 1, preprioritised in round 2, resulting in a final list of 19 procedures in round 3. Strong correlation between the prioritisation from the second and third Delphi rounds was identified, Spearman’s r of 0.94 (p<0.0001). Top five on the final list were acute neonatal airway management, acute non-neonatal airway management, non-neonatal peripheral intravenous and intraosseous access, neonatal vascular access and advanced heart lung resuscitation.ConclusionWe identified and prioritised 19 technical procedures in paediatrics that are suitable for simulation and may be used as a guide for the development of simulation-based curriculum in paediatrics.

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“…[36][37][38][39][40] There are also successful examples of collaboratives that have developed national simulation curricula in different specialties (e.g., urology in the Netherlands, pulmonary and ophthalmology in Denmark, anesthesia and obstetrics in Canada, vascular and laparoscopic surgery in the United States, and pediatric surgery in France). [41][42][43][44][45][46][47] Future Directions The next steps for the collaborative will involve the development, testing, implementation, and iterative refinement of a curriculum that will cover the described content over a 3-year residency program.…”

Section: Discussionmentioning

confidence: 99%

“…A variety of comprehensive EM residency simulation curricula have been implemented in the United States and abroad showing great potential for this pediatric‐focused work 36‐40 . There are also successful examples of collaboratives that have developed national simulation curricula in different specialties (e.g., urology in the Netherlands, pulmonary and ophthalmology in Denmark, anesthesia and obstetrics in Canada, vascular and laparoscopic surgery in the United States, and pediatric surgery in France) 41‐47 …”

Section: Discussionmentioning

confidence: 99%

A Modified Delphi Study to Prioritize Content for a Simulation‐based Pediatric Curriculum for Emergency Medicine Residency Training Programs

Mitzman

Bank

Burns

et al. 2019

AEM Education and Training

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Objectives: Pediatric training is an essential component of emergency medicine (EM) residency. The heterogeneity of pediatric experiences poses a significant challenge to training programs. A national simulation curriculum can assist in providing a standardized foundation of pediatric training experience to all EM trainees. Previously, a consensus-derived set of content for a pediatric curriculum for EM was published. This study aimed to prioritize that content to establish a pediatric simulation-based curriculum for all EM residency programs. Methods: Seventy-three participants were recruited to participate in a three-round modified Delphi project from 10 stakeholder organizations. In round 1, participants ranked 275 content items from a published set of pediatric curricular items for EM residents into one of four categories: definitely must, probably should, possibly could, or should not be taught using simulation in all residency programs. Additionally, in round 1 participants were asked to contribute additional items. These items were then added to the survey in round 2. In round 2, participants were provided the ratings of the entire panel and asked to rerank the items. Round 3 involved participants dichotomously rating the items. Results: A total of 73 participants participated and 98% completed all three rounds. Round 1 resulted in 61 items rated as definitely must, 72 as probably should, 56 as possibly could, 17 as should not, and 99 new items were suggested. Round 2 resulted in 52 items rated as definitely must, 91 as probably should, 120 as possibly could, and 42 as should not. Round 3 resulted in 56 items rated as definitely must be taught using simulation in all programs.

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Consensus on procedures to include in a simulation‐based curriculum in ophthalmology: a national Delphi study

Abstract: The Delphi process identified and prioritized 25 procedures that should be practised in a simulation-based environment to achieve competency before working with patients. The list may be used to guide the development of future training programmes for ophthalmologists.

Cited by 16 publications

References 61 publications

Exploring the Benefit of an Integrated Ophthalmology Internship (PGY-1)—Perceived Preparedness and the Recommended Duration of Training

Exploring the Benefit of an Integrated Ophthalmology Internship (PGY-1)—Perceived Preparedness and the Recommended Duration of Training

Identifying and prioritising technical procedures for simulation-based curriculum in paediatrics: a Delphi-based general needs assessment

A Modified Delphi Study to Prioritize Content for a Simulation‐based Pediatric Curriculum for Emergency Medicine Residency Training Programs

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