High-stakes Simulation-based Assessment for Retraining and Returning Physicians to Practice

Goldberg, Andrew; Samuelson, Stefan T.; Levine, Adam I.; DeMaría, Samuel

doi:10.1097/aia.0000000000000079

Cited by 15 publications

(17 citation statements)

References 18 publications

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“…A re-entry program should provide flexible individualized reeducation to meet physicians' varying needs. Assessment is important for ongoing improvement, and a re-entry program is an effective way by which physicians can seek assessment and improve their professional skills [2,10,11]. is program meets the AMA Guiding Principles [3]; physicians seek the program from all geographic regions and note its national and international reputation.…”

Section: Discussionmentioning

confidence: 99%

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Success and Challenge When Returning to Clinical Practice: A Case Series in Anesthesiologist Re-Entry

Green

Iqbal

Hoffman

et al. 2019

Anesthesiology Research and Practice

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Introduction. Anesthesiologists returning to clinical practice pose unique challenges for licensing and credentialing boards. Few institutions provide re-education. We describe the physician refresher/re-entry program at our College of Medicine. Methods. We launched the physician re-entry program in 2006. This individualized program re-educates physicians who left clinical practice for any reason and are seeking to return. We report results achieved for 12 anesthesiologists who successfully completed the course between August 2012 and February 2018. Results. Seven men and five women left their practices for various reasons, which included relocation, family or medical reasons, substance use, and burnout. None left practice for medical negligence. Range away from clinical activity was 0–10 years. Five had active licenses. Seven were US graduates and five were international. Nine of 12 achieved their goals. Of the 3 others, 1 did not pursue her goal, another did not obtain a residency, and the other just finished the program. Seven out of 9 (78%) achieved their goal within 1 year of course completion. Discussion. Despite our small sample size, our experience to successfully return inactive physicians to the workforce adds to the scant literature and experience in refreshing inactive physicians. Our trainees return to practice serving communities across the country and are now a pivotal part of the anesthesiology workforce. Thus, this program not only services individual physicians, but the whole community affected by their absence.

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Section: Discussionmentioning

confidence: 99%

“…Practicing physicians leave medicine for multiple reasons including illness, family responsibilities, career dissatisfaction or change, substance use, and early retirement [1,2]. Returning to practice can be challenging for many reasons.…”

Section: Introductionmentioning

confidence: 99%

Success and Challenge When Returning to Clinical Practice: A Case Series in Anesthesiologist Re-Entry

Green

Iqbal

Hoffman

et al. 2019

Anesthesiology Research and Practice

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“…Simulationbased medical education has become widely accepted in medical residency programs and MOC programs around the world. 19,[53][54][55][56][57] In the US, simulation-based education is encouraged for anesthesiologists looking for recertification. 54,56,58 In Canada, the Canadian National Anesthesiology Simulation Curriculum (CanNASC) has been designing scenarios to reflect clinical situations that are critical to the competence of an anesthesiologist.…”

Section: Simulation-based Education In Mocmentioning

confidence: 99%

“…Probably the greatest (and less commonly explored) advantage of including simulation in MOC programs is that the learners usually find the simulation experiences to be educationally valuable, clinically relevant, and positive. 55,60,72 Although some authors discuss the negative effects of participants' anxiety that may precede a simulation experience, 60,[73][74][75] it seems that the level of stress is associated with prior experience with simulators (less experience contributes to higher stress). It is expected that participants' anxiety will be alleviated with time since educational programs are increasingly incorporating simulation and physicians are becoming more used to this approach.…”

Section: Simulation-based Education In Mocmentioning

confidence: 99%

Maintenance of certification: how do we teach practicing physicians?

2019

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Maintenance of certification (MOC) has become increasingly important in medicine to ensure maintenance of competence throughout a physician’s career. This paper reviews current issues and challenges associated with MOC in medicine, including how to define medical competencies for practicing physicians, assessment, and how to best support physicians’s lifelong learning in a continuous and self-motivated way. We explore how the combination of self-monitoring, regular feedback, and peer support could improve self assessment. Effective MOC programs are learner-driven, focused on every day practice, and incorporate educational principles. We discuss the importance of MOC to the physicians’ actual practice to improve acceptability. We review the benefits of tailored programs as well as decentralization of MOC programs to better characterize the physician’s practice. Lastly, we discuss the value of simulation-based medical education in MOC programs. Simulation-based education could be used to practice uncommon complications, life-threatening scenarios, non-technical skills improvement, and become proficient with new technology. As learners find simulation experiences educationally valuable, clinically relevant, and positive, simulation could be a way of increasing physicians’ participation in MOC programs.

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“…Simulation allows reproducing real situations to improve technical and non-technical skills, emergency decisions and critical thinking [5]. For this reason, training programs for the return of doctors into clinical practice have been including evaluation tools based on the use of simulation [2,3,6].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a new sensorized videolaryngoscope for retraining on neonatal intubation in simulation environment

Covelli¹,

Bardelli²,

Scaramuzzo³

et al. 2020

Ital J Pediatr

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Background: In recent years, medical training has significantly increased the use of simulation for teaching and evaluation. The retraining of medical personnel in Italy is entrusted to the program of Continuous Education in Medicine, mainly based on theoretical training. The aim of this study is to assess whether the use of a new sensorized platform for the execution of the neonatal intubation procedure in simulation environment can complement theoretical retraining of experienced health professionals. Methods: Neonatal intubation tests were performed using a commercial manikin and a modified videolaryngoscope by the addition of force and position sensors, which provide the user with feedback when the threshold is exceeded. Two categories carried out the simulation tests: anesthesiologists and pediatricians. The categories were divided into three groups each, and various configurations were tested: the first group of both specialists carried out the tests without feedback (i.e. control groups, gr. A and A1), the second groups received sound and visual feedback from the instrument (gr. B and B1) and the third ones had also the support of a physician expert in the use of the instrument (gr. C and C1). The instrumentation used by pediatricians was provided in a playful form, including a game with increasing difficulty levels. Results: Both in the case with feedback only and in the case with humans support, anesthesiologists did not show a specific trend of improvement. Pediatricians, in comparison with anesthesiologists, showed a positive reaction to both the presence of feedback and that of experienced personnel. Comparing the performance of the two control groups, the two categories of experienced doctors perform similar forces. Pediatricians enjoyed the "Level Game", through which they were able to test and confront themselves, trying to improve their own performance. Conclusions: Our instrument is more effective when is playful and competitive, introducing something more than just a sound feedback, and allowing training by increasing levels. It is more effective if the users can adapt their own technique to the instrument by themselves, without any external help.

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High-stakes Simulation-based Assessment for Retraining and Returning Physicians to Practice

Cited by 15 publications

References 18 publications

Success and Challenge When Returning to Clinical Practice: A Case Series in Anesthesiologist Re-Entry

Success and Challenge When Returning to Clinical Practice: A Case Series in Anesthesiologist Re-Entry

Maintenance of certification: how do we teach practicing physicians?

Effectiveness of a new sensorized videolaryngoscope for retraining on neonatal intubation in simulation environment

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