Neuro-Critical Care Skills Training Using a Human Patient Simulator

Musacchio, Michael J.; Smith, Ashley A.; McNeal, Christopher A.; Munoz, Lorenzo F.; Rothenberg, David M.; Roenn, Kelvin A. Von; Byrne, Richard W.

doi:10.1007/s12028-010-9405-7

Cited by 38 publications

(23 citation statements)

References 15 publications

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“…In one instance, critical care scenarios were simulated as opposed to a specific surgical procedure. 36 The commonest simulator used was ImmersiveTouch (n = 7; 25%), followed by the Procedicus Vascular Intervention System Training (VIST; Mentice AB) (n = 4; 14%) and the in vivo rat model (n = 3; 11%). Table 3 shows the different types of procedures simulated using the different surgical models.…”

Section: Characteristics Of Included Studies and Study Settingsmentioning

confidence: 99%

“…Training of medical students and residents from several specialties in various neurocritical care scenarios using the Human Patient Simulator improved knowledge-based written assessment scores. 36 Table 6 shows the variety of assessment tools used in the reviewed studies, which comprised the following 3 broad categories: 1) subjective evaluation or feedback surveys; 2) performance at a surgical task assessed either by a rater 10,39 (including self-rating 56 ), simulator-derived metrics, 5,6,[26][27][28][29][30]38,47,57 or both; 9,12,13,18,52 and 3) knowledge-based written tests. 11,12,36 Therefore, a significant number of studies reported participant feedback without objective evidence for efficacy of the simulator.…”

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confidence: 99%

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The use of simulation in neurosurgical education and training

Kirkman

Ahmed²,

Albert³

et al. 2014

JNS

146

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Object There is increasing evidence that simulation provides high-quality, time-effective training in an era of resident duty-hour restrictions. Simulation may also permit trainees to acquire key skills in a safe environment, important in a specialty such as neurosurgery, where technical error can result in devastating consequences. The authors systematically reviewed the application of simulation within neurosurgical training and explored the state of the art in simulation within this specialty. To their knowledge this is the first systematic review published on this topic to date. Methods The authors searched the Ovid MEDLINE, Embase, and PsycINFO databases and identified 4101 articles; 195 abstracts were screened by 2 authors for inclusion. The authors reviewed data on study population, study design and setting, outcome measures, key findings, and limitations. Results Twenty-eight articles formed the basis of this systematic review. Several different simulators are at the neurosurgeon's disposal, including those for ventriculostomy, neuroendoscopic procedures, and spinal surgery, with evidence for improved performance in a range of procedures. Feedback from participants has generally been favorable. However, study quality was found to be poor overall, with many studies hampered by nonrandomized design, presenting normal rather than abnormal anatomy, lack of control groups and long-term follow-up, poor study reporting, lack of evidence of improved simulator performance translating into clinical benefit, and poor reliability and validity evidence. The mean Medical Education Research Study Quality Instrument score of included studies was 9.21 ± 1.95 (± SD) out of a possible score of 18. Conclusions The authors demonstrate qualitative and quantitative benefits of a range of neurosurgical simulators but find significant shortfalls in methodology and design. Future studies should seek to improve study design and reporting, and provide long-term follow-up data on simulated and ideally patient outcomes.

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Section: Characteristics Of Included Studies and Study Settingsmentioning

confidence: 99%

mentioning

confidence: 99%

The use of simulation in neurosurgical education and training

Kirkman

Ahmed²,

Albert³

et al. 2014

JNS

146

View full text Add to dashboard Cite

show abstract

“…[11][12][13] Simulation-based interventions in the ICU setting have also shown promise in promoting resident confidence 14 and critical care skills. 15 Information regarding skill transfer from the simulated setting to the bedside is limited. However, 1 study showed residents who received simulation-based education performed better on an ICU bedside clinical skills examination than residents who received traditional clinical training alone.…”

Section: Introductionmentioning

confidence: 99%

Retention of Critical Care Skills After Simulation-Based Mastery Learning

Moazed¹,

Cohen²,

Furiasse³

et al. 2013

Journal of Graduate Medical Education

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Background Whether cognitive and patient care skills attained during simulation-based mastery learning (SBML) are retained is largely unknown. Objective We studied retention of intensive care unit (ICU) clinical skills after an SBML boot camp experience. Methods Forty-seven postgraduate year (PGY)-1 residents completed SBML intervention designed to increase procedural, communication, and patient care skills. The intervention included ICU skills such as ventilator and hemodynamic parameter management. Residents were required to meet or exceed a minimum passing score (MPS) on a clinical skills examination before starting actual patient care. Skill retention was assessed in 42 residents who rotated in the medical ICU. Residents received a standardized 15-minute booster teaching session reviewing key concepts during the first week of the rotation. During the fourth week of their rotation, PGY-1 residents completed a clinical skills examination at the bedside of an actual ICU patient. Group mean examination scores and the proportion of subjects who met or exceeded the MPS at each testing occasion were compared. Results Residents scored a mean 90% (SD = 6.5%) on the simulated skills examination immediately after training. Residents retained skills obtained through SBML as the mean score at bedside follow-up testing was 89% (SD = 8.9%, P = .36). Thirty-seven of 42 (88%) PGY-1 residents met or exceeded the MPS at follow-up. Conclusion SBML leads to substantial retention of critical care knowledge, and patient care skills PGY-1 boot camp is a highly efficient and effective model that can be administered at the beginning of the academic year.

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“…Mussacchio et al [7] developed advanced simulation models for training in the field of neurosurgery (spinal shock, closed head injury, and cerebral vasospasm). They pointed out that while traditional lectures can provide a ''solid knowledge base'', simulation in a protected environment allows the consolidation of this knowledge that is necessary in order to ensure safe and effective interventions in the field.…”

Section: Simulation Models In Neurosciencementioning

confidence: 99%

Simulation in neurology

et al. 2015

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Simulation is a frontier for disseminating knowledge in almost all the fields of medicine and it is attracting growing interest because it offers a means of developing new teaching and training models, as well as of verifying what has been learned in a critical setting that simulates clinical practice. The role of simulation in neurology, until now limited by the obvious physical limitations of the dummies used to train students and learners, is now increasing since, today, it allows anamnestic data to be related to the instrumental evidence necessary for diagnosis and therapeutic decision-making, i.e., to the findings of neurophysiological investigations (EEG, carotid and vertebral echography and transcranial Doppler, for example) and neuroradiological investigations (CT, MRI imaging), as well as vital parameter monitoring (ECG, saturimetry, blood pressure, respiratory frequency, etc.). Simulation, by providing learners with opportunities to discuss, with experts, different profiles of biological parameters (both during the simulation itself and in the subsequent debriefing session), is becoming an increasingly important tool for training those involved in evaluation of critical neurological patients (stroke, Guillan Barrè syndrome, myasthenia, status epilepticus, headache, vertigo, confusional status, etc.) and complex cases. In this SIMMED (Italian Society for Simulation in Medicine) position paper, the applications (present and, possibly, future) of simulation in neurology are reported.

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Neuro-Critical Care Skills Training Using a Human Patient Simulator

Cited by 38 publications

References 15 publications

The use of simulation in neurosurgical education and training

The use of simulation in neurosurgical education and training

Retention of Critical Care Skills After Simulation-Based Mastery Learning

Simulation in neurology

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