Faculty evaluation of simulation-based modules for assessment of intraoperative decision making

Pugh, Carla M.; DaRosa, Debra A.; Santacaterina, Susan; Clark, Richard E.

doi:10.1016/j.surg.2010.10.010

Cited by 43 publications

(25 citation statements)

References 18 publications

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“…Once developed, however, the simulator will have to be evaluated to determine whether it meets the requirements of the blueprint, and more importantly still, the effectiveness of the simulator has to evaluated. Several studies have proven that CTA-based training is substantially more effective than non-CTA based training (Velmahos et al 2004;Feldon et al 2010;Pugh et al 2011), but further studies are needed to evaluate whether simulator-based training according to a design resulting from the integrated design approach of CTA and the 4 C/ID model is an effective tool to foster novices' and residents' competency development.…”

Section: Discussionmentioning

confidence: 99%

Designing simulator-based training: An approach integrating cognitive task analysis and four-component instructional design

et al. 2012

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Most studies of simulator-based surgical skills training have focused on the acquisition of psychomotor skills, but surgical procedures are complex tasks requiring both psychomotor and cognitive skills. As skills training is modelled on expert performance consisting partly of unconscious automatic processes that experts are not always able to explicate, simulator developers should collaborate with educational experts and physicians in developing efficient and effective training programmes. This article presents an approach to designing simulator-based skill training comprising cognitive task analysis integrated with instructional design according to the four-component/instructional design model. This theory-driven approach is illustrated by a description of how it was used in the development of simulator-based training for the nephrostomy procedure.

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Section: Discussionmentioning

confidence: 99%

Designing simulator-based training: An approach integrating cognitive task analysis and four-component instructional design

et al. 2012

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“…This amount of time was selected to balance data collection requirements with participant fatigue. Simulator development was based on prior cognitive task analysis [14–16] and all stations were reviewed by experts prior to data collection. The focus of each station was predetermined to allow for participants to engage in major decisions and technical hurdles.…”

Section: Methodsmentioning

confidence: 99%

Residents' perception of skill decay during dedicated research time

D’Angelo

Ray

Jenewein

et al. 2015

Journal of Surgical Research

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Introduction Surgery residents may take years away from clinical responsibilities for dedicated research time. As part of a longitudinal project, the study aim was to investigate residents’ perceptions of clinical skill reduction during dedicated research time. Our hypothesis was that residents would perceive a greater potential reduction in skill during research time for procedures they were less confident in performing. Materials and methods Surgical residents engaged in dedicated research training at multiple training programs participated in four simulated procedures: urinary catheterization, subclavian central line, bowel anastomosis and laparoscopic ventral hernia (LVH) repair. Using pre and post-procedure surveys, participants rated procedures for confidence and difficulty. Residents also indicated the perceived level of skills reduction for the four procedures as a result of time in the laboratory. Results Thirty-eight residents (55% female) completed the four clinical simulators. Participants had between 0–36 months in a laboratory (M=9.29 months, SD=9.38). Pre-procedure surveys noted lower confidence and higher perceived difficulty for performing the LVH repair followed by bowel anastomosis, central line insertion, and urinary catheterization (p<.05). Residents perceived the greatest reduction in bowel anastomosis and LVH repair skills compared to urinary catheterization and subclavian central line insertion (p<.001). Post-procedure surveys showed significant effects of the simulation scenarios on resident perception for urinary catheterization (p<.05) and LVH repair (p<.05). Conclusion Residents in this study expected greater skills decay for the procedures they had lower confidence performing and greater perceived difficulty. In addition, carefully adapted simulation scenarios had a significant effect on resident perception and may provide a mechanism for maintaining skills and keeping confidence grounded in experience.

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“…analysis to force participants to make intra-operative decisions based on key aspects of such a repair (e.g., port placement, mesh selection) 36,37 .…”

Section: How Can We Use Simulation To Teach and Assess Judgment And Dmentioning

confidence: 99%

An overview of research priorities in surgical simulation: what the literature shows has been achieved during the 21st century and what remains

Johnston

Paige

Aggarwal

et al. 2016

The American Journal of Surgery

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Faculty evaluation of simulation-based modules for assessment of intraoperative decision making

Cited by 43 publications

References 18 publications

Designing simulator-based training: An approach integrating cognitive task analysis and four-component instructional design

Designing simulator-based training: An approach integrating cognitive task analysis and four-component instructional design

Residents' perception of skill decay during dedicated research time

An overview of research priorities in surgical simulation: what the literature shows has been achieved during the 21st century and what remains

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