Rapid Cycle Deliberate Practice in Healthcare Simulation: a Scoping Review

Ng, Carly; Primiani, Nadia; Orchanian‐Cheff, Ani

doi:10.1007/s40670-021-01446-0

Cited by 29 publications

(20 citation statements)

References 30 publications

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“…The use of RCDP was associated with better learning confidence and satisfaction, superior immediate knowledge, and skill acquisition. 4 The aforementioned study on novice endoscopists also utilized a similar concept of RCDP. The current study is the first to describe the use of such simulation-based training in performing the ESD procedure.…”

Section: Discussionmentioning

confidence: 99%

“…RCDP has been implemented in various health-care simulation training, including resuscitation and critical care skills, and was associated in positive outcomes in immediate learners' performance. 4 The concept has not been applied to ESD simulation training before.…”

Section: Introductionmentioning

confidence: 99%

“…in 2014, is a type of within‐event debriefing that “rapidly cycle(s) between deliberate practice and directed feedback until skill mastery is achieved”. RCDP has been implemented in various health‐care simulation training, including resuscitation and critical care skills, and was associated in positive outcomes in immediate learners' performance 4 . The concept has not been applied to ESD simulation training before.…”

Section: Introductionmentioning

confidence: 99%

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Telementoring for endoscopic submucosal dissection in vivo training

Yip

Uedo

Lau

et al. 2022

Digestive Endoscopy

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The provision of endoscopic training was significantly disrupted during the coronavirus disease (COVID-19) pandemic. It is difficult to provide training on endoscopic submucosal dissection (ESD) due to the complexity of the procedure and the shortage of local trainers. We have designed and conducted a simulation training course with telementoring, incorporating the concept of rapid cycle deliberate practice (RCDP). After a short tutorial on basic setup and maneuvering, the participants undergo 2 h of training on a live anesthetized pig to acquire the necessary skills for ESD. Two overseas experts were involved virtually in real time as telementors. A video camera was set up at each station, and both external and endoscopic views were transmitted live between the animal laboratory and telementors via the Zoom application. The overseas experts actively engaged in the simulation by giving live feedback and instructions to participants using visual aids supported by the meeting application. The training model utilized the concept of RCDP, where repeated immediate feedback and discussion would be carried out to enhance the efficiency of learning. Eighteen trainees were invited to participate in the course, six of them instructed by overseas telementors. Four ESD procedures were performed by participants under telementoring and achieved 100% en bloc resection without perforation. The times required for each ESD were similar with telementoring than that of on-site mentors. The establishment of telementoring has enabled knowledge and skill transfer of complex endoscopic procedures of ESD. With the limitations of international travel, this could be an alternative model allowing remote training, particularly when local experts are not readily available.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Telementoring for endoscopic submucosal dissection in vivo training

Yip

Uedo

Lau

et al. 2022

Digestive Endoscopy

View full text Add to dashboard Cite

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“…26 27 The CST programme includes learner-centred elements, which take into account participants' clinical experiences and problems, and it is based on role play sessions with standardised patients (portrayed by professional actors). It further includes a high proportion of rapid cycle deliberate feedback 28 and is conducted in small groups of four to eight people. The overall duration is 10 hours, of which at least 8 hours are necessary for a participant to be considered as trained.…”

Section: Interventionmentioning

confidence: 99%

Effectiveness of interprofessional communication skills training for oncology teams: study protocol for a three-arm cluster randomised trial (KommRhein Interpro)

et al. 2022

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IntroductionPatient–provider communication is an important factor influencing the quality of care in oncology. The study examines the comparative effectiveness of a 10-hour interprofessional communication skills training (CST) programme for physicians and nurses in cancer centres.Methods and analysisKommRhein Interpro is a cluster-randomised trial sponsored by the German Cancer Aid (Deutsche Krebshilfe, DKH) and conducted at the cancer centres of the university hospitals of Aachen, Bonn, Cologne and Düsseldorf. Thirty oncology teams of four cancer centres are randomly assigned to three study arms, providing healthcare professionals with either (a) only written information on patient-centred communication or (b) written information plus CST for physicians or (c) written information plus interprofessional CST for physicians and nurses. For summative evaluation, standardised surveys from three measurement points for patients (T0pat: study enrollment; T1pat: after discharge; T2pat: 3 months’ follow-up) and two measurement points for physicians and nurses (T0hcp: before the intervention; T1hcp: after the intervention) are used. N=1320 valid patient cases are needed for data evaluation. The primary endpoint is fear of progression in patients with cancer after discharge. Data will be analysed according to the intention-to-treat principle using a mixed model for repeated measurement. Secondary outcome is the providers’ self-efficacy in patient centeredness. Individual confounders and possible moderating effects of organisational factors will be considered. Secondary analysis will be performed by means of multilevel analysis and structural equation modelling.Ethics and disseminationA vote of approval has been obtained from the ethics committees of the medical faculties of RWTH Aachen University (EK325/20), University of Bonn (391/20), University of Cologne (20–1332) and Heinrich Heine University Düsseldorf (2019–796). Data protection regulations are adhered to for all processed data. The conduct of the study will be monitored. Dissemination strategies include a transfer workshop with cancer teams and distribution of the final study report to participants.Trial registration numberDRKS00022563; DRKS (German Clinical Trials Register).

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“…It seems fundamental to us that trainers master all aspects of SBSA as well as the concept of the safe container [138] to maximize the chances of a good experience for all. We believe that ensuring a fluid pedagogical continuum, from training to (re)certification in both initial and continuing education using modern pedagogical techniques (e.g., mastery learning, rapid cycle deliberate practice) [141][142][143][144] could help maximize the psychological and physiological safety of participants.…”

Section: Consequences Of Undergoing the Simulation-based Summative As...mentioning

confidence: 99%

Simulation-based summative assessment in healthcare: an overview of key principles for practice

et al. 2022

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Background Healthcare curricula need summative assessments relevant to and representative of clinical situations to best select and train learners. Simulation provides multiple benefits with a growing literature base proving its utility for training in a formative context. Advancing to the next step, “the use of simulation for summative assessment” requires rigorous and evidence-based development because any summative assessment is high stakes for participants, trainers, and programs. The first step of this process is to identify the baseline from which we can start. Methods First, using a modified nominal group technique, a task force of 34 panelists defined topics to clarify the why, how, what, when, and who for using simulation-based summative assessment (SBSA). Second, each topic was explored by a group of panelists based on state-of-the-art literature reviews technique with a snowball method to identify further references. Our goal was to identify current knowledge and potential recommendations for future directions. Results were cross-checked among groups and reviewed by an independent expert committee. Results Seven topics were selected by the task force: “What can be assessed in simulation?”, “Assessment tools for SBSA”, “Consequences of undergoing the SBSA process”, “Scenarios for SBSA”, “Debriefing, video, and research for SBSA”, “Trainers for SBSA”, and “Implementation of SBSA in healthcare”. Together, these seven explorations provide an overview of what is known and can be done with relative certainty, and what is unknown and probably needs further investigation. Based on this work, we highlighted the trustworthiness of different summative assessment-related conclusions, the remaining important problems and questions, and their consequences for participants and institutions of how SBSA is conducted. Conclusion Our results identified among the seven topics one area with robust evidence in the literature (“What can be assessed in simulation?”), three areas with evidence that require guidance by expert opinion (“Assessment tools for SBSA”, “Scenarios for SBSA”, “Implementation of SBSA in healthcare”), and three areas with weak or emerging evidence (“Consequences of undergoing the SBSA process”, “Debriefing for SBSA”, “Trainers for SBSA”). Using SBSA holds much promise, with increasing demand for this application. Due to the important stakes involved, it must be rigorously conducted and supervised. Guidelines for good practice should be formalized to help with conduct and implementation. We believe this baseline can direct future investigation and the development of guidelines.

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Rapid Cycle Deliberate Practice in Healthcare Simulation: a Scoping Review

Cited by 29 publications

References 30 publications

Telementoring for endoscopic submucosal dissection in vivo training

Telementoring for endoscopic submucosal dissection in vivo training

Effectiveness of interprofessional communication skills training for oncology teams: study protocol for a three-arm cluster randomised trial (KommRhein Interpro)

Simulation-based summative assessment in healthcare: an overview of key principles for practice

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