Simulation-Based Assessment and Retraining for the Anesthesiologist Seeking Reentry to Clinical Practice

DeMaría, Samuel; Samuelson, Stefan T.; Schwartz, Andrew D.; Levine, Alan SimAdam I.

doi:10.1097/01.sa.0000435624.65019.1f

Cited by 6 publications

(12 citation statements)

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“…Simulation-based educational (SBE) interventions, especially those involving high-fidelity, mannequinbased simulations, are increasingly being recognized as facilitating active learning in a safe and a reproducible environment (8)(9)(10)(11)(12). Simulation has the potential for exposure to a wide variety of patient problems and conditions, whilst tailoring the exercise to individual learner's needs and experience, as well as offering an opportunity to provide participants with feedback (13,14).…”

mentioning

confidence: 99%

The Role of Simulation in Continuing Medical Education for Acute Care Physicians

Khanduja

Bould

Naik

et al. 2015

Critical Care Medicine

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mentioning

confidence: 99%

The Role of Simulation in Continuing Medical Education for Acute Care Physicians

Khanduja

Bould

Naik

et al. 2015

Critical Care Medicine

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“…Our rater reliability data has been reported previously. 26 After the assessment phase, residents again completed the State portion of the STAI.…”

Section: Study Design: Phasementioning

confidence: 99%

Learning through simulated independent practice leads to better future performance in a simulated crisis than learning through simulated supervised practice

Goldberg

Silverman

Samuelson

et al. 2015

British Journal of Anaesthesia

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Allowing residents to practise independently in the simulation laboratory, and subsequently, allowing them to fail, can be an important part of simulation-based learning. This is not feasible in real clinical practice but appears to have improved resident performance in this study. The purposeful use of independent practice and its potentially negative outcomes thus sets simulation-based learning apart from traditional operating room learning.

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“…The Office of Professional Medical Conduct requires the participation to a retraining program to renew the license of individuals clinically inactive for more than a decade [2]. According to a report published in 2008 by the American Medical Association Council on Medical Education, two or more years away from clinical practice are sufficient to require the physician to participate in a re-entry program, in which the essential clinical skills are evaluated to develop a specific plan of recovery [3].…”

Section: Introductionmentioning

confidence: 99%

“…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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Simulation-Based Assessment and Retraining for the Anesthesiologist Seeking Reentry to Clinical Practice

Cited by 6 publications

References 0 publications

The Role of Simulation in Continuing Medical Education for Acute Care Physicians

The Role of Simulation in Continuing Medical Education for Acute Care Physicians

Learning through simulated independent practice leads to better future performance in a simulated crisis than learning through simulated supervised practice

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

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